Critique And Reconstruction-Education Field Research On Teacher's Discourse

Combination of language-centered and multi-disciplinary perspectives of discourse analysis in recent years has become the field of humanities and social sciences research high-profile approach. This makes the discourse in the contemporary humanities and social sciences to become a very important concept, opened up new fields for each perspective and research approach. In addition, teachers in recent years, there have indeed been a number of research areas of fresh discourse, which reflects the vitality of the area of teacher research; but each one has a breakthrough during the study of teacher discourse in these new words are often behind, there are still many do not feel optimistic deeper issues, which need constant reflection and reconstruction, so as to promote better development of teachers of theoretical research. Therefore, this study attempts through the theory of discourse in-depth interpretation of the meaning in clear discourse of teachers, classification, characteristics based on the fundamental issues, with other related disciplines such as philosophy, sociology, science and other disciplines to explain the relationship between perspective and way of thinking, Mining currently our educational discourse, discourse of teachers, curriculum discourse and discourse of individual existence and causes of practical problems, finally made to build a harmonious teacher discourse strategies and conditions. Papers, mainly from the following part of the start the study. The first part as the basis of the study, the main reason coverage of the study, research value, research ideas and methods, innovations, and international research papers of the status quo.The second part of this study first the basic concepts involved, such as words, the right to speak, teacher discourse, educational discourse and education etc. Field visits and a preliminary definition of vertical. For the study of teacher discourse is closely related to the discourse, teachers and educational discourse features of discourse, classification carried out a comprehensive and systematic exposition.The third component is drawing on philosophy, sociology, hermeneutics and related disciplines, theoretical or research perspective, to be able to discourse or teacher discourse studies provide theoretical support or guidance related theories, such as dialogue and the theory of power - discourse theory, field domain - the relationship between theory, communication theory, teachers, oppression and liberation theory, the relationship between teachers and curriculum theory in-depth and detailed introduction to the excavation.The fourth component is the country's education on the current status of the discourse of modern criticism on China's current education problems discourses conducted in-depth reflection that our educational discourse was dominated by the official discourse of hegemony, academic discourse of poverty, the people lack of discourse and theoretical discourse distortion and so on. On this basis, the proposed strategy for the reconstruction of our educational discourse. Namely, first, break the framework of power and discourse, so that educational discourse pluralism; second, to reflect on science and rational discourse, so that educational discourse is generated in life; and third, promoting education, public discourse, so that speech to express their own voice; fourth and return to the real educational discourse. The author believes that the discourse on education in China is to study whether the thought of reading teachers, an important prerequisite for discourse and the foundation.Part V, as the core of this study, pairs of teachers teaching the meaning of discourse, classification, discourse of teaching exist two major problems - discourse of hegemony and discourse lost performance and roots were thoroughly and systematically explored, and suggested a solution anomie discourse of teaching strategies, they changed the concepts of discourse, digestion teacher talk centers, teachers and students to establish the relationship between the main body, to promote dialogue, teachers, teaching and advocacy of teaching discourse in post-modern transformation.VI Teachers explained some of the major discourse rights. That the discourse of teacher curriculum decision-making rights include the right to speak of teachers and teachers design the right to speak, implementation and evaluation of the right words the right to speak four parts. Teachers, there are teachers, curriculum decision-making discourse lofty discourse, teachers design discourse insurmountable, teachers, curriculum implementation discourse false distortion, the evaluation of discourse deviate from the teachers, and other issues. As well as the causes of this phenomenon both internal and external factors, the analysis concludes with a discourse of rights of teachers to courses and teachers in curriculum discourse given the right to maintain two kinds of strategies to solve the discourse of the rights of teachers to courses.Part VII of the individual point of view of teachers, individual teachers, discourse analysis of the content of the status quo, the individual nature of discourse on teachers lost causes and return strategy focuses on.Part VIII, mainly from teachers and harmonious discourse conditions and circumstances and that the reasonable needs of the ideal teacher discourse discourse space - space for freedom and tolerance and rational discourse system - being supervised critical and have been critical of the oversight to protect the .Finally, in the conclusion part of the research point of view, theoretical construct, research findings were systematically summarized. Lack of research carried out reflection. Put forward some thoughts and in follow-up study of the possible implications for further study of the subject a clear direction.