A Probe Into The Methodology Of Classroom Discourse Research

The link between classroom teaching and language is so strong that whether the transmission of knowledge or the cultivation of emotions,attitudes and values depend on the function of communication to some extent.Therefore,the language is an important perspective in the researching area of classroom teaching,and different kinds of words which related to the language were used in the papers' title for a better understanding of classroom teaching.Classroom discourse is the one of those words.However,the talents-cultivating is an inseparable part in any kind of educational research from the aim of educational research.As the classroom discourse is important for students,it has a strong link with the talents-cultivating than other factors in the classroom teaching.Because of this,the research of classroom discourse may be insufficient.On the other hand,methodology is important to its development and advancement,and the change of methodology in the research of classroom discourse from the perspective of talents-cultivating may make it better.As for this,based on the analysis of the research of classroom discourse,discussion of the methodology of the research of classroom discourse,and foundation of the methodology of the research of classroom discourse in the educational standpoint,the research of classroom discourse may fulfill the aim of educational research.First,for the research of classroom discourse in China,it has the spiral rise research process and the "reason" for the bone "example" for the meat research methods with using the word of language in paper's title;the reason for using the word of discourse is different,and the analysis framework began to transplant from ESL class to other classes with using the word of discourse in paper's title;the subject of the study has experienced "effective" implicit and explicit changes,the research method is the rise of empirical and coexist with theorein,student was paid more attention to,and the research going deep with the idea of dialogic with using the word of question in paper's title.For the research of classroom discourse in English world,it has gone through five stages of budding,starting,forming,advancing and deepening,the time of budding stage range from the twentieth century to the mid-sixties,although the number of studies in this period is not too much in quantity,the methodological principles such as time sampling has a great influence;the starting period ranges from the mid-late 1960s to the mid-1970s,the research theme focuses on"relationship" and "comparison",the framework of Flanders and Bellack are the main analysis framework,and the analysis unit of "fixed time","sequence","event","movement" laid the foundation for the subsequent research;the forming period ranges from the mid-1970s to the late 1980s,the subject of research has been developed in this period,that is,from the "relationship"and "comparison" extended to the "relationship" "comparison" and "model",the analysis framework mainly borrow the existing analysis framework;the advancing period ranges from the 1990s to the mid-1990s,in this period,a study involves two types of topics at the same time,the analysis framework shows a comprehensive trend;the deepening period ranges from the mid-late 1990s to nowadays,the research theme is more biased towards the theme of "model",and the analysis framework using a comprehensive approach.Second,from the analysis of the research of classroom discourse,the "content-education-theorein""form-education-empiricar",form-linguistic-empirical" "form-sociology-empirical" which represent the methodology in Chinese classroom discourse research and the,,relationship-statistic-quantitative" "comparison-education-comprehensive" "model-ethnographic-comprehensive" which represent the methodology in foreign classroom discourse research were chosen to retrospect and reflect.And the findings shows that the methodology's deepen,expand and transform related to the establishment of beliefs,the infiltration of theory and the use of methods.So the methodology of classroom discourse research from the standpoint of education could explore from those three aspects.In terms of establishment of beliefs,it can be re-understand from meaning,understanding and existence which come from modern language philosophy.The meaning level of classroom discourse can be considered from three dimensions:object,whole and behavior;the level of understanding can be considered from the three aspects of dialogue,reflection and sociality;the existence level can be viewed from the three levels of survival,existence and sage.Thus,the establishment of beliefs of classroom discourse research from the standpoint of education could consider those aspects.In terms of theoretical infiltration,it can be rethought by the theoretical core of the theoretical way of thinking.Classroom discourse researches need to think about the infiltration of natural science theory from the idea of "problem consciousness-evidence building-test-conclusion and new problem",need to think in the monism and pluralism tension to penetrate the theory of humanities,need from the "power" and "culture",or other aspects to think about the penetration of social science theory.Thus,the infiltration of theory of classroom discourse research from the standpoint of education could consider those aspects.In terms of the use of methods,it can be re-examined by the mixed methods and theorein.The empirical approach required further clarify the use of steps such as "research questions","data collection","data analysis","results integration" and "discussion and interpretation" under the parallel design,sequential design,and embedded design.The theorein approach required further thinking about the "idea" and the disciplinary and imaginative of "illustration" in the use of"idea-illustration" under "transcendental" "deductive reasoning" and "inspection standards" Thus,the use of methods of classroom discourse research from the standpoint of education could consider those aspects.Finally,integrating the analysis results and forming the methodology of classroom discourse research from the standpoint of education,and based on the content,ability and attitude from the"thick epistemology",confirming the methodology of classroom discourse research from the standpoint of education can achieve the requirements of "certainty" in classroom discourse research.Besides,the research ideas and way in this doctoral thesis may provide inspiration for teaching research and even educational research.