小组合作在英语对话教学中的应用

在小学英语对话教学中，如何发挥小组合作的作用显得极其重要。因此，本文旨在对对话教学中的小组合作学习过程进行分析，并从实施合作学习的教学策略以及需要注意的问题等方面来探讨小组合作在英语对话教学中的应用。

基于问题的对话式教学极其在幼儿教育中的实践

随着教育改革的不断深入，对话式教学和问题式教学逐渐引起人们的关注，并逐渐被引入幼儿教学的模式中。教学是一个过程，尤其是幼儿教学，在其奠定基础的过程中，不能仅单一的运用一种教学模式，把“问题”和“对话”科学的联系在一起，二者舍二为一才更能开发幼儿的潜质。本文主要是对幼儿教学过程中所采取的基于问题的对话式教学方法的模式进行简略分析，以期提出更完整的模式。

Intercultural Dialogue in the Teaching of Pope Benedict XVI

This paper is devoted to intercultural dialogue from the point of view of Pope Benedict XVI （pontificate between 2005 and 2013）. It presents pontifical documents, statements, and speeches dedicated to this issue as well as the conclusions resulting from them. The aim of the paper is to prove that intercultural dialogue and interreligious dialogue are within the context of a new scientific discipline--political science of religion--which deals with the issues of relations between the sphere of religion and the sphere of politics. Intercultural dialogue is tightly connected to interreligious dialogue. Interreligious and intercultural dialogue allows to create the world based on brotherhood and reconciliation. They are the foundation of the future, an effective tool to build a civilization of love and they are born out of God＇s mercy.

English Teachers＇ Classroom Verbal Strategy in the Dialogue Teaching

The core of dialogue teaching is dialogue. The dialogue here refers to the way in which the teachers and students based on mutual respect, trust and equal position carry on the two-way communication and mutual learning through conversation and listening. One of the marked differences between dialogue teaching and traditional teaching is that dialogue teaching highlights the essence of the teaching process of communication and cooperation. At the same time dialogue teaching is based on students＇ psychological demand, which makes the teaching full of strong emotion. Using the dialogue teaching as the background, this paper mainly provides the guiding principles and practical advice for the teachers＇ classroom language strategies so as to achieve more effective teaching effect.

On improving students＇ communicative competence by group interaction

In foreign language teaching, the communicative approach has been a dominant method for decades. However, some misconceptions of the communicative approach affect the results of group interaction teaching. This article tries to explore some existing problems as well as some relevant solution in the application of group activities in colleges with the aid of observation, questionnaire and interview.

Language Education in India： Dialoging English and Vernacular Languages and Literatures

Post independence the challenge before educators and policy-makers was to ensure that the diverse socio-cultural, linguistic and economic backgrounds of India＇s children are respected and represented in the school curriculum. The need for a comprehensive plan to devise a national system of education was therefore felt. The same mandate holds relevance in contemporary India as many languages are becoming endangered, while some have actually become extint despite claims of multilingualism and maintenance. The loss of a language is equivalent to the erasure of an entire culture itself. This is where schools can play a critical role in preservation and perpetuation by relating the home language to the school language of learners. The integration of one or more language can lead to progressive understanding and use of another language without losing the former. The result would be maintenance of languages in a complementary model. It is also important that in this scheme English is not contextualized in a western ambience, but is taught through a contextually rich local perspective because English is no longer a colonial language per se but a global language in a multilingual milieu. It must therefore find place among local and vernacular languages.

Analysis of How to Establish a Dialogue-style Class Effectively for the Chinese Interest Course as a Foreign Language

In this paper, I take the Chinese interest class which is very common nowadays as a study subject. According to the characteristics of the Chinese interest course, I analyze how to establish a dialogue-style lesson effectively for the Chinese interest class as a foreign language. Combined with practice, I will propose some difficulties to you for advice while I summarize a number of effective ways that I succeed in my teaching.

Ethnography of Catholic Youth Group： Dialogues and Experiences of Faith

This work analyzes the discourse and the practice of the youth from the Catholic Church （CC） in order to present experiences and dialogues present in contemporary Catholicism. The purpose of this paper is to analyze how Catholic groups work, in particular groups of Pastoral Youth and Charismatic Renovation prayer groups. As a result, observations are presented from an ethnographic work in groups identified with the spirituality of Liberation Theology and from charismatic ones. Besides, the text shows, from participants＇ experiences, the differences between both perspectives of religious living and the detachment and lack of dialogue which exists inside Catholicism.

Three Hypotheses on the Performance of Plato＇s Dialogues

This article examines some ideas on reading Plato by three scholars, dating from different decades of the 20th century and setting off from various theoretical starting points, who explored an alternative possibility by suggesting theories that incorporate the element of＂dramatic＂ performance. According to Auguste Diès the written dialogue is a literary version of a dialectical duel actually held in the Academy between a distinguished visitor and a selected group of students. Through the so-called process of＂transposition＂, Plato transforms a real life event into an artful piece of literature recreating the original scene for educational purposes. Gilbert Ryle, on the other hand, held that the dialogues were primarily intended for dramatic recitation in public, with Plato himself delivering the words of Socrates. They were delivered orally to audiences, as a rule in the context of literary competitions, in which the other Socratics also took part. Finally, Holger Thesleff has once suggested that the （re）performance of the dialogues as an established activity in the Academy constitutes a necessary stage in the composition of new works and the revision of the old ones. In view of his conviction that Plato was the inventor of the dramatic philosophical dialogue he also seemed to have been the first one who explicitly, however cautiously, entertained the idea of theatrical presentation of Plato＇s dialogues-though he later changed his mind and fallen back to the theory of public reading.

The Grammars of Mystical Experience in Christian Theological Dialogue

The philosophical horizon of this essay is theoretically comparative and hermeneutically dialogic. Its main philosophical and theological tonality expresses, in first person and through three discursive moments, the differentiated fusion of horizons between phenomenological and grammatical description and understanding of experience. After a philosophical overture-outlining the ethos of the dialogic problematic and situating it within the contemporary diverse and dialogic dynamic of phenomenology-I will expose the consistent, possible modalities of convergence between Husserlian phenomenology and Wittgensteinian grammar of the mystical shapes of experience. The tense, responsorial dialogue among Husserl, Heidegger, Levinas, and Wittgenstein＇s styles of thinking, far from being anymore limited to the debates between the analytical and phenomenological, will be considered from the crossed categorial spaces of Austrian philosophy and German culture in general. In a second section, I will show how the styles of phenomenology today are advancing into a cautious micro-logical grammar of comparative inquiry. This thematization will first consider some precise semantic clarifications： Experience, the mystical, extasis, evidence, and truth; in a second section, the theoretical levels of grammar and phenomenology of mystical experience are heralded in the context of the Christian theological dialogue, where I emphasize the rebirth of French theological thinking and dialogic transcendence, beginning with Maritain and de Chardin to Marcel, de Lubac, Levinas, and Marion. Finally, I consider the aesthetic expressions of mystical experience, both from the visual and musical dimensions. I will conclude this talk by highlighting theological perspectives drawn from my research in musico-philosophical problematics, through an awakening to the resonance of Being and the Divine in sonic and musical life. Through a theology of the musical λογοζ, the grammar of mystical experience reveals the sacramentality of music and the mystery of silence

Using Graded-Conversations to Enhance Language Learning and Student Collaboration

Language teaching entails the use of varied methods to maximize learning. Most language educators, particularly those teaching foreign languages tend to use lesson review sheets, dialogue practice, drills on grammar, audio tapes or text recordings. Educators also make use of media to enhance learning while a few language instructors use graded-conversations. Thus, this paper explores ways in which graded-conversations impact language learning. This paper shows how using graded-conversations in a Swahili language classroom enhanced language learning and encouraged students to collaborate in and outside the classroom. More specifically, the findings indicate that while graded-conversations motivated students to communicate with each other beyond classroom and use social media to help each other study, assignments shape the type and quality of students＇ collaboration. Implications for teaching are presented.

Heading for Dialogue Teaching： On Strategies of Constructing Ideal Discourse Environment

As one of the directions of the college classroom teaching reform, constructing dialogue teaching should be the trend to cultivate students＇ deep thinking ability. This paper, based on the analysis of the teaching dialogue objective and textual environment, recognizes that promoting the students deep thinking should be the fundamental goal of teaching dialogue and constructing an ideal textual environment is the premise of teaching dialogue. The study taking ＂Market Survey and Forecast＂ course for the pilot, makes exploration based on ＂flipped classroom＂ in the full use of network learning platform. The analysis of differences in teaching dialogue among students with different academic achievement, as well as the analysis of factors on students involved in teaching dialogue behavior show that in the construction of the textual environment, the cultivation of students＇ autonomic learning ability is the foundation of dialogue teaching, the enhancement of students＇ cooperative learning ability is the core of dialogue teaching, and the establishment of the community of classroom learning is the main line of dialogue teaching.

Unbelief as Sin versus Justification by Agape： A Dialogical Response to Prof. Ogletree and Prof. Stackhouse

Due to the top priority of the command to love God over the command to love one＇s neighbor, these two commands wil/ fall into a profound paradox ＂to violate generally accepted morality for the sake of Christian faith. ＂ The orthodox doctrine of ＂justification by faith＂ expresses this paradox in a most definite way, because it regards unbelief in God as the most unacceptable, hateful, and punishable sin against God. Only by giving up this priority can the two love commands truly move beyond the moral paradox and realize their essential and holy unity in the framework of a new ＂ theology of agape＂ or a new doctrine of ＂justification by agape. ＂