对话教学是对话精神在教育领域的回响。我们已经进入对话时代，从孔子、苏格拉底时代开始的对话教学实践，到近现代对话哲学在马丁·布伯、戴维·伯姆等人的推动下不断发展，再到当代，在保罗·弗莱雷、佐藤学的努力下，对话教学的理论逐渐形成，对话教学的实践不断丰富。对话教学正在超越传统教学的弊端，从“为教而教”的课堂转变成“为学而教”的课堂，从“教师中心、教材中心、课堂中心”转变为“学习中心、学生中心”。
对话教学是“走向生本”的教学，它的出发点是让学生主动建构知识，提升思维品质；它的落脚点是，在“理解型对话”“交际型对话”“反思型对话”中学习，在学校中形成“学习共同体”，形成包括课内的学习小组和课外的学习小组。
本文尝试以“对话教学”为视角，从理论和实践的角度寻找突破文言文教学困境的路径。通过文言文对话教学实现语文课堂文言文教学的革新。
第一章，回顾了对话教学的发展历程并对对话、对话教学，以及文言文对话教学做了相关的理论界定。
第二章，从问卷调查入手分析文言文对话教学的现状，并探讨了文言文对话教的困境和相应的解决策略。
第三章，在常规课、复习课中实践文言文对话教学并总结经验，并运用游戏化的教学设计，在人机交互的对话中，尝试突破学生古诗文背诵的困境。激发学生学习的能动性，追求积极主动的知识建构的高效课堂。提升学生的对话能力和思维品质，真正实现文言文教学中语言的建构与运用，思维的发展与提升，文化的传承与理解等核心素养的落实。

Dialogue teaching is the echo of the spirit of dialogue in the field of education. We have entered into the dialogue times, from the dialogue teaching practice beginning from Confucius and Socrates, to modern and contemporary philosophy of dialogue which continues to develop with the driving of Martin Buber, Bohm David and other people. Coming to the contemporary era, with the effort of Paulo Freire and Sato Manabu, the theory of dialogue teaching has gradually formed and the practice of dialogue teaching has constantly enriched. Dialogue teaching is exceeding the shortcomings of traditional teaching, transforming the classroom of “teaching for teaching” to “teaching for studying” , from “teaching center, textbook center, classroom center” into “study center, student center”.
Dialogue teaching is the teaching to students, whose starting point is to make students actively construct knowledge as well as improve the quality of thinking. Its purpose is studying in “understanding dialogue”, “communicative dialogue” and “reflective dialogue”, building the “learning community” in school, which includes the learning groups in and out of the class.
Regarding dialogue teaching as the point of view, the article tries to look for the way to break through the dilemma of classical Chinese teaching from the perspective of theory in addition to practice, also achieving the innovation of classical Chinese teaching in Chinese classroom through classical Chinese dialogue teaching.
Chapter I reviews the development history of dialogue teaching and makes relevant theoretical definition of dialogue, dialogue teaching and classical Chinese dialogue teaching.
Chapter II analyzes the current situation of classical Chinese dialogue teaching with questionnaire survey, and discusses the dilemma and  corresponding solution strategies of classical Chinese dialogue teaching.
Chapter III practices the classical Chinese dialogue teaching and summarizes the experience in the regular as well as review class. It also tries to break through the dilemma of students' recitation of ancient poems and articles in the human-computer interactive dialogue with the use of gamification of instructional design. It aims to inspiring students’ initiative of study, pursuing active knowledge construction of the efficient classroom. By improving students’ dialogue ability and thinking quality, it would realize the implement of key competencies such as construction and application of language in classical Chinese teaching, the development and improvement of thinking, cultural inheritance and understanding and so on.