通过“三讲”教育和“三个代表”学习教育活动,眼下干部与群众的对话多了起来。对话使得群众的疑问有地方提,委屈有地方诉,要求和呼声能够迅速上传下达,很受群众欢迎。但是,有些地方在对话时经常出现冷场,或火药味过浓的现象。究其原因,除了矛盾比较尖锐、态度不够端正之外,对话的艺术性不足也是一个重要方面。对话要言简意赅。对话的语言特征在于一问一答,简短明快。有的干部在对话前做了充分“准备”,写了洋洋万言,对话时一旦与群众的某一问题对上了号,便滔滔不绝地讲起来,于是对话会变成了报告会,双向交流变成了“一言堂”。还有的干部喜欢炫耀才学,面对群众提出的现实问题,引经据典,旁征博引,说得玄而又玄,故作高深。这些都是对话中的禁忌。对话时,要努力运用精炼的语言解答群众提出的问题,深刻揭示问题的本质。例如,朱镕 Through the education of “three stresses” and “three represents,” education and learning activities now involve more dialogues between cadres and the masses. Dialogue makes the people’s questions have local mention, grievances have local victories, demands and voices can be quickly uploaded, very popular with the masses. However, in some places, cold spells are often found in conversations or the smell of gunpowder is too strong. The reason for this is that apart from the sharp contradictions and the lack of correct attitude, the artistic inadequacy of dialogue is also an important aspect. The dialogue should be concise. The language of dialogue is characterized by one question and one answer, short and clear. Some cadres made adequate “preparations” before the dialogue and wrote a long list of 10,000 words. Once the dialogue with some issues was raised, they talked endlessly and the dialogue became a report. Two-way Exchange became “a word of the Church.” Some cadres like to show off their talent and learn to face the real problems raised by the masses. These are all taboos in the conversation. In dialogue, we must strive to use refined language to answer the questions raised by the masses and profoundly reveal the essence of the problem. For example, Zhu Rong