Discourse Analysis Of Primary School Chinese Teachers

Language is a bridge of communication between people. Dialogue and exchange between teachers and students is a part of classroom teaching activities. The paper begins with the dialogue between teachers and students which constitutes basic elements of teaching activities. Moreover, the paper treats education as discourse practice and makes teachers’ discourse recording teaching process in classroom as research object. What’s more, the paper analyses the full range of teachers’ classroom discourse structure, discourse features, discourse components, etc. In fact, in the form of discourse analysis and from the angle of pedagogy to observe educational practice behavior, on the one hand, the paper can explore the root of issue caused in the application process of the educational theory which provides favorable basis for the guidance of teachers’ educational practice and puts forward concrete and feasible improvements. On the other hand, through exploring the logic of education practice in the process of educational practice and analyzing the development process of teacher education practice from theory to action, and through evaluative analysis of the effect of educational practice, the paper can provide favorable improvement strategies for the curriculum reform and promote education reform carry out more effectively in the classroom.In the case of the writer going deep into the front-most teaching team to integrate into the team of primary school Chinese language teachers, the paper collects the written materials and the video of classroom teaching of the primary school Chinese teachers and has some interview and observation to a part of Chinese teachers in the daily work through the investigation and research about Chinese teachers of a primary school in Shanxi Province. The paper analyses the quality of text information such as teaching design, writing on the blackboard, exercise, students comments of teachers based on its quantity research from the angle of design content, presentation form, design intent, study objectives, etc. The paper analyses the teachers’oral language data such as teaching leading, question, feedback and teaching communication, criticism, praise words, etc. From the aspects of the conversation structure, discourse component characteristic, conversion features, sentence characteristics, the paper analyses the discourse. The paper can conclude that the primary school Chinese teachers already put the concept of curriculum reform into practice in the concept and form, but the teachers’ teaching behaviors reflect the separation between nature and form of teaching activities currently. Teachers are often unaware of that slight differences happened in teaching behavior caused by some concept would have an influence on practical effect of theory under the background of seemingly reformed teaching activities.That, while currently has primary school teachers in concept and form concepts of curriculum reform in practice, but the teacher’s teaching behavior reflects the separation of essence and form of teaching activities. Teachers’ educational concept to understand deviations lead to inadequate understanding of the educational theory of teachers, is reflected in the teaching activity in teacher education theory and its practical teaching activities promoted by the virtue of the contradictions between educational philosophy. In fact, teachers often don’t realize appears to have reformed the teaching activity, because some of the concept of cause tiny differences can affect the theory of teaching practice effect. Teachers in concept form a new theoretical framework in action view our own practical activity is consistent with the direction of educational theory. On the design and implementation of teaching activities, scientific and effective practices, how to education through the medium of instruction in the process of communicating with students, teacher is confused even more teachers and are not aware of their own problems in the language are important causes of led activity does not reflect educational theory. On the basis of the above analysis, this study explores the practical effectiveness of educational theory, and made specific teaching improvement measures. Believes that improvement of both theoretical and practical results of education needs of schools and teachers to work together.On one hand, schools need to learn education theory for teachers and to create conditions for full Exchange. Joint primary school and higher education, on the one hand promoted the theory system of primary school teacher education renewal and development for primary school teachers’educational theory of learning and Exchange in real time to create the necessary conditions, on the other hand, the school will focus on looking for education practice of theoretical basis in reality helps teachers focus their practice on using status quo of educational theory. From a practical point of view, schools need to actively create conditions for teacher learning and education theory, books supplies the necessary educational theory, organization theory for teachers exchange research activities and other measures are conducive to the improvement of educational theory and practice activities. The other hand, from the teachers’ point of view, teachers need to consciously enhance their professional excellence, improve their educational practices from linguistic activity.On the improvement of teachers’ language in specific policy, aiming at prevailing written language and oral language of teachers made suggestions for improvement. Was introduced from the written language improved to overcome teaching objective design strategies for mere formality; changes in teacher’s Blackboard writing strategy of ignoring students’ thought processes; the Elimination of homework exercises ignoring students’ thinking strategy with the participation of; address the lack of teachers’ comments policy. On the improvement of the oral language, proposed changing the instruction are not standardized, leading term not appropriate for specific measures.