Teachers' Discourse: Problems And The Ideal Form

Based on inheritance and sum-up of all achievements of theteachers' discourse, the thesis absorbs and uses achievements inrelevant scientific in sociology and political philosophy, and makes aprofound study and analyses of teachers' discourse according to thecurrent problems in order to construct theoretical system of it.Part One mainly expounds the thesis' origination, current situation,significance and the methods of study. The current problems ofteachers' discourse, the summon of the curriculum reform and theachievements of the relevant scientific makes it possible to makeprofound study of the thesis. The summary and the analysis for theproposition provides the realistically foundation to improve the study.Based on which, this part also demonstrates the meaning for theteachers and the students. And the instruction of the methods and thetrain of thought makes it clear to a further study.In Part Two, the first step is to concept discourse. The worddiscourse used in the thesis does not only have the linguistical meaning,but also have the meaning of the science of political cultural. Anydiscourse must be put in the surrounding of science and history toinspect. So, the thesis chooses the last meaning. After that there will bethe analysis of the concept of the teachers' discourse which exists asone form of the discourse and has the common character of discoursebut also has the special parts because that it happens betweenteachers who are more different from others. Thus, when we analyzethe character of the teachers' discourse, it will be necessary to discussthe feature of the educational activity.The main task in Part Three is to arrange the history of the relationsof the condition of knowledge and the teachers' discourse. There isclosely link between knowledge, power and teachers' discourse. Thechange of the condition of knowledge will affect the alternate of powerand influence the teachers' discourse more. This thesis hopes thatthere will be an ideal framework for the teachers' discourse through thearrangement of history process of teachers' discourse. So when we talkabout this, education course is divided into three parts---the primitiveeducation, the ancient education and the cotemporary education.Every type of society has its own special feature, which generatescorresponding type of knowledge. Each type of knowledge has differentrestriction and limitation to teachers' discourse. Based on thethoroughly analysis and sum-up of all kinds of knowledge and theteachers' discourse respectively, through the changing train of theteachers' discourse we can predict the possible condition of theteachers' discourse.In the forth part the analysis of current problems of teachers'discourse which are hegemony and lose is based on the reality. Thehegemony of the teachers mainly happens in the class. The analysis ofthe origin of the teachers' hegemony is detailed, which is mainly fromthree aspects---society power, cultural and the present situation ofeducation which makes knowledge as its core. While the lose of theteachers' discourse appears among the experts as well as among thestudents. The main reason that the teachers lost their discourse is thattheir discourse is always covered by the experts, which makes theteachers finally lost their ability of words before the students.Based on the arguments, Part Five structures the ideal form of theteachers' discourse. As the mouthpiece of the society, teachers obtainthe external insurance from the society. The reform and developmentof curriculum makes it necessary for teachers to get their discourse andasks the teachers take part in the curriculum. Meanwhile, thedevelopment of students' individual discrepancy offers the realitydependence of the acquisition of teachers' discourse. Thus, the idealstructure of the teachers' discourse is divided into three parts---thepart that speaks for the society, for the experts and for themselves.In the last part, the thesis constructs a preliminary system ofteachers' discourse and puts forward some relevant subjects to befurther studies, thus pointing the direction of my further study inconcluding remarks.