Title: Conceptualizing Interactive Reading Spaces on Primary School Campuses from the Perspective of Dialogue Theory
Authors: Qun Zheng, Xiaoquan Pan
Volume: 9
Issue: 7
Pages: 44-48
Publication Date: 2025/07/28
Abstract:
Books for reading exist in diverse forms (printed books, e-books, and other formats), the spaces carrying reading possess multi-dimensional attributes, the knowledge involved in reading coexists in diversity, and the reading process also presents the characteristics of multi-dimensional concurrency. In the context of the in-depth advancement of quality-oriented education, a systematic investigation of interactive reading spaces is of far-reaching significance for stimulating pupils' interest in reading and cultivating lifelong reading habits. This study integrates dialogue theory into primary school reading education and focuses on the conceptualization of reading spaces from various dimensions. An interactive reading mode can fully activate readers' six senses, helping them accumulate a knowledge system and core literacy that are conducive to sustainable development and lifelong benefits. The ideal state of reading is achieved when readers are immersed in the reading context, even unaware that they are in a reading state. The realization of this state depends on a comprehensive and in-depth understanding of reading spaces and environments, as well as their scientific and reasonable application in school construction and education practice.