Discourse Analysis Of Chinese Teaching

?MASTER S THESIS ABSTRACT This thesis comes up with a concept about discourse of Chinese teaching and in terms of restricted language discusses the interior construction and the essential nature of the teacher抯 oral language in class. Based on it the thesis makes a preliminary study on discourse kinds of Chinese teaching language. Teaching language is a restricted language. Accordingly it has the characters of this language system. So teaching language includes discourse skills and discourse knowledge and discourse aesthetics. These elements are discussed not in terms of knowledge without subject but in terms of context of the speaking practice. As a restricted language Chinese teaching language is of the natures of foundation, humanism, example and image. The nature of foundation comes from language and performance, and the nature of humanism embodies the special mode of knowing the world by Chinese teaching language so that it presents the teaching principle that literature and ethics are rolled into one, and the nature of example originates from the listening text which is made by Chinese teaching discourse. This thesis demonstrates the listening text from three aspects: Chinese studying procedure, Chinese teaching procedure and Chinese teaching practice. So the object of the example proves to be true. The nature of image lies in object, means, procedures and results. Those analysis give the prominence to the difference between Chinese teaching discourse and other subject discourse in middle school, and give the answer to what in nature is Chinese teaching discourse. In the course of analysis this thesis also puts forward some problems in Chinese teaching. In the end this thesis discusses kinds of Chinese teaching discourse. According to the percentage of three elements (discourse skills, discourse knowledge and discourse esthetics ) in teaching discourse, teaching discourse divides into basic three kinds. The first is the kind of statement discourse which is mainly concerning skills; the second is the kind of descriptive discourse which is mainly concerning basic knowledge of Chinese Subject; the third is the kind of demonstrating discourse which is mainly concerning theoretic thinking in literature.