The modern teaching model of the university classroom generally lacks an atmosphere and space for dialogue, and there are limitations to the use of scores, knowledge or textbook-centred pedagogy in the delivery of life education courses for university students. Narrative therapy is a postmodern approach to the practice of counselling therapy, with a philosophical background of post-structuralism, social constructionism and Foucault’s ideas, and it is feasible to apply it to the teaching of life education courses for university students. At the theoretical level, narrative therapy has a coherent relationship between life, knowledge and role perspectives and the life education curriculum; at the practical level, the dialogue model of narrative therapy provides a rich set of questions for the life education classroom and has a wide range of applications and potential for practice. The author synthesizes the basic views on narrative dialogue models in books written by scholars at home and abroad, and briefly introduces three representative types of dialogue, namely Externalization Conversation, Re-authoring Conversation and Remembering Conversation, with corresponding application cases. In general， narrative therapy dialogue mode has unique advantages in leading dialogue, examining relationships, stimulating experience, value mining and cognitive reconstruction, which can increase the interactivity, experience and dialogue of life education for university students and enhance the teaching effectiveness of life education courses for university students. However, in our daily practice, we still have to be careful about the social constructionism character of the course and its position in relation to the ideology and politics of students, and more empirical studies are needed to investigate this in the future.