A Sociological Analysis Of Teacher's Discourse Of Evaluation On Lesson

The thesis takes teacher's discourse of evaluation on lesson as the observed point, aiming at exposing the truth of teacher's life in school, the whole image of teacher, the truth of evaluation on lesson in school-based educational study. From it we can have a reflection on the purpose of teacher's evaluation on lesson.The thesis is divided into four parts. In the preface, we get a preliminary analysis on teacher's discourse of evaluation on lesson. Firstly, we explain the importance of discourse in social studies. Secondly, we have a comb into the analysis of social studies on teacher's discourse, establishing a social analysis frame on teacher's discourse of evaluation on lessonChapter 1 probes into the teacher figure by the way of analyzing various expected roles and actions which can be revealed from teacher's discourse. Then, we discuss various profound reasons. At last, we reflect that teacher figures are the formation of the whole system.Chapter 2 analyzes the social relationship of teachers from three angles that are attributing ways, human relationship, status differences, and how they construct their relationship. At last, we have a reflection of teacher's social relationship from the system of evaluation.Chapter 3 analyzes the teacher's notion. We reflect the change of teacher's notions on education reform from their discourse which expose the process from non-cooperation to co-exist of resistance and cooperation.Then we come to the conclusion: teacher's discourse of evaluation on lesson is formation of teachers contending with realistic, of the duplicate of their realistic social relationship, and of the choice of reform culture on education.