Theoretical Research On Teachers' Classroom Discourse, Critical Discourse Analysis

Since the 20^th century, the linguistic turn has made the language research being givenhigh importance by all the fields. And correspondingly, discourse analysis——thecentre of language research has become an important research method in social science. The reason for it lies in that many socialists who are interested in the macro-social structures are interested in the micro-social activities. Critical discourse-analysis is different with those macro-narrations. It argued the knowledge produce and development phenomena by knowledge- archaeology from micro-perspectives, and used genealogy as the method to argue the operation mechanism of power; then got its conclusion that the relationship between knowledge and power is a kind of intergrowth. Critical discourse analysis did not accept absolutetruth, and it argued that power had the capability of produce——to produceknowledge. In the end, knowledge, power and produce formed a kind of cycle.The originator of critical discourse analysis——Foucault thought that the classroomwas the best place the watch the operation mechanism of micro-power, soclass-room became an important topic in the theory. Since 2005.3_<sub><sub><sub>2005.12, theauthor of this paper attended more than 50 lectures in middle schools in Beijing, and discussed with various teachers of different subjects, in doing this, the author became more and more interested in the teachers' classroom discourse. With part ideas from the critical discourse analysis to watch classroom, we will find that the theory has gone to an extreme rational state, showing the founder's pessimistic color. Except for power, knowledge and depression, there is love and emotion between the teacher and the student——we should think their relationship from multiple perspectives.