"Reading teaching is a dialogue process among students, teachers and texts." The "dialogue" here is not a dialogue in the general language sense, but a teaching dialogue. It means that both sides of the dialogue open their hearts and accept each other. Teachers are no longer simple teaching managers, but students' learning partners. The "dialogue" mentioned here is not only a way of teaching activities, but also an educational scene and spiritual atmosphere that permeates and permeates between teachers and students. For students, dialogue means the opening of mind, the prominence of subjectivity, the publicity of personality and the liberation of creativity. For teachers, dialogue means that class is not only to impart knowledge, but also to share results. Therefore, dialogue in Chinese teaching should activate students, textbooks and teachers to make Chinese classroom full of vitality and charm. 1. Let students enjoy the right of equal dialogue with teachers. Equality is a state of mind, not a gesture. Teachers should understand that students are absolutely equal in personality and learning rights. With this mentality, teachers can prepare their own lessons while giving students time to prepare lessons. On this premise, teachers have the right to ask questions. Learn "Fan Jinzhong Drama", give students 20 minutes to prepare, and objectively evaluate Jin Fan from the details. The students found that Jin Fan's attitude towards people before and after the senior high school entrance examination was also very different. Before the senior high school entrance examination, he was called the father-in-law, and after the senior high school entrance examination, he was called the father-in-law. His snobbery is as important as his enthusiasm for fame. Some students even combined the classification of "scholar" and "philistine" and called him "Shu", which had a profound understanding of his works. At this time, the teacher was amazed and it was another effective dialogue. Drawing lessons from Qian Zhongshu's On Happiness, at the end, the author satirizes that people who take pleasure in suffering are both philosophers and fools, saying that this contradiction is a joke on life in the outlook on life. Give the students a day to learn this sentence. What is the joke of "life" on "outlook on life"? After fully thinking and understanding the meaning of this sentence-no matter how tenacious the outlook on life is, it can't compete with a more contradictory and complicated life-the students refute the author's point of view, and think that "taking pleasure in suffering" should be a joke of the outlook on life, with suffering as the seasoning, making fate and God ashamed. Although students can't fully understand the author's helplessness in satirizing life, their way of thinking has won the true biography of Qian Zhongshu, breaking neutrality and doing the opposite. At this time, the teacher commented that "the money pourer is suspected to be a descendant of Qian Zhongshu", which is quite useful to the students. 2. Let the problem of design become the spark of dialogue. After students have fully thought about the learning content, teachers' questions must be enlightening, avoid asking right questions and wrong questions, and let questions have the power to expand the thinking space, so that students can appear talented in Chinese class. In my hometown, "in fact, there is no road on the ground". In my hometown without road, who is lonely and persistent? Jump out of the existing conclusions and examine the works from a brand-new perspective, so that students can realize the painful thinking of a generation of intellectuals about society and themselves in social change and see their moving figure struggling between reality and ideal. What gesture of Don Quixote in the windmill lingers in your mind? Is that image respectable or pathetic? What is the call of national spirit reflected by the image of Su Wu in The Shepherd of Su Wu? The setting of questions is of course the most critical, but there must be clear requirements and necessary hints, which is also the way of effective dialogue. Taking the shepherd in Su Wu as an example, the teacher provides students with two references: First, Mencius' famous saying, "Wealth can't be lewd, poverty can't be moved, and powerful people can't bend, so they are called gentlemen"; Second, the basic moral standards of citizens promulgated by the state are "patriotism and law-abiding, courtesy and honesty, unity and friendliness, diligence and self-improvement, dedication and dedication". Students' thinking will be opened and the dialogue between teachers and students will deepen. 3. Let the students have an effective thematic dialogue. In Chinese class, some teachers make students' thinking drift in order to "encourage" their thinking, and some teachers have deviated from the subject when talking with students in the teaching process. This kind of teaching dialogue is not only unscientific, but also leads to disorder and inefficiency in classroom teaching. The dialogue in Chinese classroom teaching should be a thematic dialogue. Instead of sliding on two parallel lines, the two sides of the dialogue collided, deepened and grew together around a theme. When I was teaching the article Shi Shuo Xin Yu Yong Xue, I asked the students to compare the "swirling snow" with "sprinkling salt in the air" and "catkins in the wind". Which do you think is better? Why? "At the beginning of this question, some students said that it is good to sprinkle salt in the air, because salt and snow are white. Some students also said that "catkin is good because of the wind", because it makes people feel the modality of flying snow all over the sky and gives people room for imagination. For the dialogue between students, I don't make a conclusion, but let students think about how to shape and vividly write the landscape from a deeper level. Isn't this killing two birds with one stone? 4. Let the Chinese classroom flow sincerely and realize the spiritual dialogue. The teacher holds a heart and religiously feels the warmth of many equally pious hearts. There are many ways for teachers to express their sincerity: providing teachers with reading excerpts and reading experiences can broaden students' horizons, stimulate students' interest and experience the fun of dialogue with ancient sages; Understanding teachers' life feelings and self-evaluation plays an irreplaceable role in establishing a harmonious relationship between teachers and students and creating a democratic and relaxed learning atmosphere. After learning "Laozi is well known in the world, and beauty is beauty", the students look at Laozi like a sky, and the three legends of Laozi's surname Li provided by the teacher, as well as the image of Laozi in the Romance of the Gods and The Journey to the West, make the students' confused eyes brighter. After writing this article, the teacher provided the following reading notes, which were welcomed by students: thinking is wisdom, and reflection is love for wisdom. We are always looking for more effective classroom teaching.