隨著科技與社會發展，人才培育思維有了轉變。學校除了複製知識和技術外，更重要的是培養學生素養，讓學生能建構知識和素養，以適應社會生活之需求。對話式教學法透過教師的引導與提問，鼓勵學生主動參與、深入思考、有效溝通，是適合培養學生素養的教學方法。基於此，本研究蒐集關於對話式教學的中、英文學術研究文獻，歸納統整與深入論述對話式教學的三個重點，分別為對話式教學的理論意涵、課堂上的實務應用、優缺點以及解決之道，作為教師在課堂培養學生素養的實用參考。

Along with the innovation of technology and society, the mindset of human development is changing. The purpose of school education has shifted to cultivate literacy, rather than replicating knowledge and skill. Schools are expected to equip students with knowledge construction and social literacy to meet the need of social life. Through teacher guidance and questions, dialogic teaching encourages students’ active engagement, deep thinking, and effective communication. Dialogic teaching is a suitable method to cultivate social literacy at school. This paper reviewed Chinese and English literature of to induce and discuss three key dimensions of dialogic teaching: 1. spirit and implication, 2. classroom applications, 3. drawbacks and possible solutions. This paper could serve as a practical reference for teachers to cultivate social literacy in class.