An Analysis Of Classroom Discourse In Middle School

What is the nature of Chinese language and literature? What is the nature of the classroom? When we tried to understand the middle school Chinese language and literature classroom, you may be interested in the above problems. But this paper don’t want to fall into old essentialism thinking path to study these problems. We believe that the classroom is not a static existence, its nature and rule is immutable. It is a dynamic complex space, and composed of kinds of discourses. Consequently, we can’t asking what is the classroom? But the question of what we are able to answer is,what is the today classroom? Today, the education of middle school Chinese language and literature is occurred in what kind of classroom environments? What kinds of discourses is affecting or constructing of the current middle school Chinese language and literature classroom? And these discourses uses what sorts of form to express itself? What discourses is exist between teachers and students? These problems connected each other closely, is the focus of this paper wish to discuss. We believe that these discussion itself is reflection and criticism of classroom practice, Thus can deepen the understanding of the classroom, and when we want to improves the quality of classrooms, these discourses has important meaning.Classroom is a type of discourses formation, essentially is a communication space, in this space, kinds of discourse subject using language as media to communicate each other. Consequently, on the basis of Habermas’s communicative rationality, this paper uses the discourses analysis method, by analyze the classroom discourse’s theoretical and practical form, eventually,with the classroom theorists, classroom reformers, and the main players of classroom behavior, students and teachers, we will hold an difficult conversation, try to remedy the gaps of theory and practice, so as to deepen the understanding of the current middle school language classroom.Dialogue’s focus is classroom participation. This paper uses analytic demonstration draw the following conclusions.Two forms of theoretical classroom discourses, instrumental" and "humanism" classroom discourses deeply control of the classroom practice. Factually, Both of these discourses did not arrive at truly "unity", Instead, contradictory each other, and continually fight each other for the dominance of classroom. On the one hand, when "instrumental" controlled classroom, Technical rationality will invaded classroom space, the Chinese language and literature courses would be descend to knowledge and skills training class, and the Chinese language and literature lesson will lost its instinct trait. On the other hand, if the classroom were ruled by humanism, the Chinese language and literature lesson would be convert into literature or politics lessons, or lessons of geography and acting. Thus, Chinese language and literature lesson would lost its traits and get lost the direction of itself.The experiment of classroom reform creates some theoretical terms, such as "First,studying, Second, teaching" and " First, guiding, second, studying","Studying decided teaching"," Less teaching more studying". These discourses corrects the Chinese language and literature lessons’s tradition tendency, eliminates a problem, that is to say, emphasize teacher’s teaching but neglected student’s studying. However, this method lead to another extreme, in the progress of teaching, teacher’s quality did have enough develop, makes teaching is far from studying. Between teachers and students, as well as among students, lacks of truly Listening and discussion, therefore, student’s studying behavior just staying at a primary stage, did not successfully improve their capacity of Chinese language and literature indeed. At last, education did not increase student’s Chinese language and literature accomplishment.Because classroom is a type of teacher and student’s discourse, this paper analyze these classrooms and discovered, in the education of middle schools, the Chinese language and literature classes using many complex forms. No matter what kind of pattern had been very vividly reflects the guiding role of the teacher. From the perspective of teachers’guidance, class type can be roughly summed up as the following categories, Subject first oriented type, text reading psychological process oriented type, objective analysis+read oriented type, text tooled oriented type, and student performance oriented type, topic/problem oriented type.Under these classroom types, the teacher and student’s interactive method uses different form. In actual classrooms,go through focusing on relationship between teacher and student’s discourses, this paper had differentiated three interactive type:Traction type, Amass type, Scattered point type. These forms of interaction may also appear in a particular lesson type. In some cases, these interactive types had been mingled with each other.