Analysis Of Teacher-students' Discourse In Senior Middle School Chemistry Classroom

The classroom teaching is the process of communication and interaction.Classroom discourse research is an important part of classroom research and important means to understand the classroom teaching process.Classroom discourse research can help researchers understand the rules ofteacher-student interaction between teachers and teachers,and understand the construction process of "meaning"in teacher-student interaction.There are few studies on the discourse of science classroom of today's domestic classroom discourse study.Therefore,the discourse study in science classroom provides a new reference for high school chemistry teacher classroom dialogue design and teacher-student communication.discourse research has important theoretical value and practical significance.In this paper,the literature analysis is used to to determine the research questions and analysis of the dimension,X teacher's two quality lessons as an example,to carry out case study.The research contents include the following three parts:The first part,combing the relevant literatures of the existing discourse research,determine the analysis dimension and the operation flow,lay the theoretical foundation;The second part analyzes the discourse characteristics of teachers and students,focusing on the present situation of "discourse content",classroom teacher-student communication mode" and "discourse strategy".The third part is based on the analysis of the meaning-making characteristics of high school chemistry classroom,teachers and students in the classroom construction of cultural characteristics.The research shows that the content of teachers and students discourse is mainly questioning,answering and evaluation.The answer to the student is the basis of the continuation of the dialogue and the neutral evaluation is the teacher's main discourse strategy.At the same time,the research shows that the teacher is the instructor and ruler of classroom teaching,and the learners' identities are constructed in different degrees.Teacher-student relationship is a cooperative,managed and managed relationship.The relationship between students and students is a teacher-student relationship,is to cooperate with the relationship between teachers and students.In the classroom,there are two kinds of conceptual tendencies,namely,constructivist teaching concepts and objectivist ideas.