A Probe Into The Fault Of Students' Discourse Power In The Middle Schools' Class Field

Class field includes power, capital, conflict and habitus just like other social field. In class field, various power and capital conflict. Firstly, teachers and students have conflict the root of which lies with the different cultural capital, economic capital, social capital between them and the change of values brought about by the social transition. Secondly, conflict happens between students, the root of which lies with different cultural capital, economic capital, social capital and different symbolic capital among them. The difference of students' capital plays a different role in different type of class.Discipline, a kind of habitus of the class field, not only restricts the powers and capitals of the class to keep balance in the conflict, but also makes the powers and capitals in the class field have significance. As a result, the rare symbolic capital comes into being. Class discipline's basis and forms are class rule of conduct and punishment. Students' bodies are one of what Class discipline has effects on. Physical punishment, furnace, body formatting and physical space constraints are all class disciplines. Courses (knowledge) or examination is an invisible discipline.Equitable students' discourse power between teachers and students should be based on living, liberty and development. In fact, students' discourse power between teachers and students is silent or isolated or disciplined. The reasons for these shortcomings can not only be understood as the result of discipline, but also be analyzed from sociology, ethics, culture, ideological, psychology and physiology perspective.We should consider not only the principle of equality but also the differences about students discourse power among themselves. In fact, there are both inequalities (including the volume and in terms of quality) and fault in dealing with differences. Whatever kind of fault can be reasoned from the different capital of different students. In the rural middle and vocational middle schools' classes, students' cultural capital (that is, students' achievement) and discourse power are relevant, that is, outstanding students have greater voice. In the city key middle schools' classes, there was no obvious correlation between students' cultural capital and discourse power. In some classes of different kinds of middle school, students' total discourse power is obviously different. In general, students in the city key middle schools' classes have much more discourse time than the other two kinds of classes. In some classes of the city key middle school, more economic capital brings stronger discourse power, but in the other two kinds of classes, there is no such phenomenon. In each class of these 3 kinds of schools, students' social capital has a direct impact on the discourse power.Therefore, if we want to change the fault situation of students' discourse power, we should dispel the class discipline and improve the disadvantaged students' capital basing on class field from the perspective of sociology. On this basis, it can be more effective with the help of the methods on education, psychology, ethics, and so on.