A Study On The Classroom Teaching Discourse

The study on the classroom teaching discourse has received more and more attention mainly as a result of the great change of the "context " of this research, which is reflected in the progress of the theoretical research of such disciplines as sociology, discourse analysis and teaching sociology. The paper here is trying to make clear the achievement of the researches about the classroom teaching discourse, on the basis of which, to find the author's own research foothold, and to make some explanations to the problems of classroom teaching discourse and discourse power.Most studies of classroom teaching discourse are carried on from the dimensions of monophony-syntax and pragmatics, the achievement of the latter has been increasing day by day. Not confined to the linguistics, the visual angle of the existing researches has used some methods of sociology, analyzing integratedly the actual effect produced by discourse-as-event. One common characteristic of these researches is to regard the classroom teaching discourse as a tool of teaching. Even the research that puts more preference on pragmatics is still confined in the paradigm of "organa". Educational sociologists have revealed some characteristics of classroom teaching discourse different from other common discourses. The studies of knowledge sociology have queried the knowledge discourse pointing out that knowledge is produced by the plan of knowledge strategies. The scholars of postmodernism have stated outright that the discourse is a kind of power relation; that the contention of the discourse power is full of all the "field" of discourse; that the strategies have always been used. The entire theoretical breakthroughs have provided new visual angles and methods for the researches of teaching discourses.The fact that the study here gives some explanation about the characteristics of the classroom teaching discourses...