Teacher's Discourse In Classroom And Its Influence To Student's Intuition Thinking: A Case Study

Based on the real mathematics classroom life, the characterization of thinking ability due to mathematics curriculum objective, the call of innovation ability by the state, we propose to do research in is:Relationship between teachers'discourse and students'intuitive thinking in the classroom. The problem can be decomposed into several specific sub-systems questions:a. What characteristics does the teachers'classroom discourse have in mathematics class teaching?b. How does the characteristics of classroom discourse influence students' mathematics intuitive thinking?c. What is the cause of the different characteristics of different teachers' classroom discourse?Through case studies, we draw the following conclusions by exploring the problems above:â‘ By using FIAC, characteristics of the classroom atmosphere, the skills research of questioning, framework of mathematics task, and the thematic reports, etc, we have made more thorough research to reveal the characteristics of teacher S and teacher L in the classroom, which characterizes the basic features of teachers' classroom discourse more completely:Teacher S:He has diverse types of classroom discourses and the distribution of his discourses is proportional. Teacher's questions, explanations, instructions and students'passive answers can be found from beginning to end in his class. At the same time, the indirect effects of teachers to students, the students'initiative answer, and students'independent thinking are widely distributed, which helps to maintain a balance between the effect of teacher's direct speech behavior and students'responses. His class shows a delicate balance between students' freedom to create and teacher's restraining guidance, students'pleasure in the pursuit of knowledge and teacher's requirements.Teacher L:The types of classroom discourse are relatively poor, and distributed unbalanced. Teacher's questions, explanations and the students'passive answers appear in the whole process of the class, which shows the teacher's controlling of the classroom. Moreover, the teacher's accepting students feelings, the students active responses and independent thinking can be seen in his class so rare that the imbalance of verbal interaction between teacher and students is larger. Therefore, his class shows a distinct characteristic of the teacher's restraining guidance as well as students'trying to meet the teacher's demands.â‘ The characteristics of teacher's classroom discourse will directly affect the development of students'intuitive thinking:Open, democratic discourse style; pursuing a balance between teachers'guiding and students'free innovation,also the balance between students'pleasure of pursuing intellect and the response to their teachers; using a variety of strategies to lead students to a high level of mathematical cognitive activity so that they can be given the opportunity to think freely and develop intuitive thinking; helping students to establish a good mathematical cognitive structure and permeate mathematical thinking methods and strategies; elaborating the basic rules of cognition; helping students to accumulate intuitive experience and offer them the opportunity to capture the intuition; maintaining a higher sensitivity of intuition and meanwhile maintaining a balance between logical thinking and discourse features, thus realistically developing students'mathematical intuition.Closed and highly structured style of discourse; pursuing the controlling effect by teachers'instructing and demanding students'efforts of meeting teachers'needs; excessive use of questions and explanations which are confined to a low level of cognition and excessive pursuit of problem-solving steps; the pace in class being too fast by frequently using the "ping pong" type of questions and answers; not attaching importance to sort out the structure of mathematical knowledge for students, and pay no attention to the refining of mathematical thinking and infiltration; not caring about human knowledge and the general rules of thinking; not caring about students' accumulating of intuitive experience, lack of sensitivity in intuition; not realizing the complementary characteristics of intuition and logic and stifling the students thinking time and space, suppressing and extinguishing the intuition of students.â‘¢The characteristics of teachers'classroom discourse are restricted by their teaching philosophy, basic concepts of community practice and their social and cultural background.The powerful radiation of economic life, full penetration of examination-oriented education, interacted on the mathematics education research, together affecting the basic understanding of classroom teaching of the teachers community of practice, which makes teachers mainly focus on the presupposed teaching objectives, teaching content, teaching process, teaching skills, teaching resources and such specific projects, thus neglect the wisdom connected with intuitive thinking and insight, such as justice sense of inner experience, accepting the views of others, responsibility, courage, compassion, etc. These factors are ignored due to a series of reasoning can not be translated into concrete to teaching and be measured. Besides these, the teachers'learning by themselves and their working, training experience contributed to the basic feature of classroom discourse.Among the internal and external factors that affect the characteristics of classroom discourse, teachers'own learning plays a decisive role. Even in the adverse circumstances of communities of practice, social and cultural environment, teachers can still stick to their own educational philosophy, and make efforts to put it into practice in the classroom. In addition, the school environment, especially the teaching and research culture, provides realistic soil for the teachers'classroom discourse.â‘£Some suggestions on improving the teachers'classroom discourse:For individual teachers, it is necessary to keep learning and promote their professional level effectively.For the teachers'community of practice, it is essential to broaden the horizon of education and pay in-depth attention to all aspects of student thinking so as to promote the overall development of students and foster their intellectual development, strong physique and a high degree of social responsibility. As for the external environment of teachers, the teachers are to be released from the chase of high grades, the only evaluation standard, the index distribution, the achievement ranking to focus on side face about human nature, disposition, intelligence, which can not be measured in education and learning process.