A Study Of Students' Right To Speak Between Teacher-student Communication In Primary School Classroom

In the field of education, classroom is always the highlight in researchers'eyes because it stands crucial battle position in educating and teaching and holds the supporting point in personnel training. With the propelling wave of educational reforms these years, new educational concepts are refreshing the filed of education, especially when students'position is put forward repeatedly. Educators came to a common conclusion that students are on leading position in learning so that emphasizing leading position of students can help students to make progress. Utterance witnesses the existence of a person himself so it can not be suppressed unreasonably. In most occasion of teacher-student communicating, a teacher takes superior position evidentially while the chance for students to speak is not enough to express their thoughts as freely as they can. It is essential for protecting students'position to fully guarantee students'fundamental rights, so the realization of students'right to speak is the key to students'development.Considering the above argument, the author made a research about students'right to speak in the background of teacher-student communication in primary classroom mainly in Wuxi extending to Nanjing,Shanghai and some other triangle areas. After clearing researching thoughts and core concept, the author started to interview and investigate on the spot so as to develop the research by applying questionnaire survey method, interviewing method and case analysis method. As a result, the real condition of primary students'right to speak and the relevant effect factors are presented on the paper. Combining theory and practice, the author has pointed out the realization routes of students'right to speak, looking forward to making a reference to the theoretical research and practice of students'right to speak.The research consists of four chapters as follow:Chapter I,introduction. This part introduces topic selecting and defining, stresses the origin and definition of the core concept, and relates the significance of the research.Chapter II, the status quo of students'right to speak and effect factors analysis. This part reasonably shows the questionnaire, interview, the related data by observing classroom and personnel cases in order to objectively reflect the status quo of students'right to speak from the standpoint of cognition, attitude, practice, and feedback. It tells the core factor effecting the realization of students'right to speak in the view of teacher-student communication.Chapter III, the realization routes of students'right to speak. The author put forward five realization routes of students'right to speak including environment, sentiment, concept, strategy and subject, basing on the above research results and combining theoretical analysis. This part elaborates their aim, traits, and ways in each route so as to embody their reasonability, pertinence and materiality.Chapter IV, conclusion. This part reviews the whole research process and its achievement, illustrates the insufficiency of the research and the author's reflection, and tells the actual thinking progress.