High School English Classroom Discourse Between Teachers And Students In The Concept Of Dialogue Teaching Research

Classroom discourse is the foundation of senior high schoolEnglish classroom, and the language of teacher and students is thebasis that the teaching activity can exist in the senior high school Englishclassroom. The quality of classroom discourse has an vital effect onpracticing the idea of "Based on the Development of Students", andachieving the teaching goal of cultivate students comprehensiveability to use language. So the improvement of classroom discourse isparticularly important.According to the Flanders Interaction Analysis System thatproposed by American educator Flanders, the author does asystematic statistic and analysis of three ordinary senior high schoolEnglish class, which are taught by novice teacher, practitioner teacherand expert teacher, refer to the features (authenticity, interactive,logicality, normative, etc.) of classroom discourse as reference, analyzethe problems that exist in the senior high school English classroom, thoseare: the interactive of classroom discourse is in the low side, teacher talkobviously well over student voice; the authenticity of classroomdiscourse is not good enough, teachers ask too many closed questions;the multiformity of classroom discourse is inadequate, the praise andencouragement discourse of teachers is singleness; students activitycoefficient to participate in the classroom is low; students get no directcommunication with other classmate; the dialogue between studentsand text is insufficient. From the main aspects of teacher and student,the author analyzes the causes of these problems. In the perspective ofthe idea of dialogue teaching, the author explores the pattern of seniorhigh school English classroom discourse which under the idea ofdialogue teaching from five aspects: teacher-text dialogue,teacher-student dialogue, student-text dialogue, student-student dialogue and students self-dialogue, to solve the problems which existin senior high school English classroom discourse, and achieve the goalof improving the quality of teacher and students discourse.The thesis consists of three parts:The first part is the basic research part of this thesis, mainlyintroduce the origin, purpose and significance, research hypothesis,research methods and thesis framework of this research; make systemicliterature review of the current situation and the research trends of theclassroom discourse and dialogue teaching at home and abroad; atthe core concepts definition and theoretical principle part, the authortry to definite the core concepts of this thesis: discourse, classroomdiscourse, English classroom discourse, dialogue and dialogue teaching,and the theoretical principles are dialogue philosophy, the theory ofcommunicative action, the theory of constructivism, and the theory ofdiscourse analysis.The second part is the application research part of this research,and it is also the core part of this research. In this part, the author doclassroom instruction study of senior high school English class, dissectthe common problems that exist in the senior high school Englishclassroom discourse, analyze the reasons for these problems; base onthe problems that sum-up from the classroom instruction study, broachthe idea of dialogue teaching into the countermeasure part, analyzethe reciprocity of the idea of dialogue teaching and senior high schoolclassroom discourse, and explore the pattern of senior high schoolEnglish classroom discourse which under the idea of dialogue teaching.The third part is the conclusion part, based on the discussion ofprevious chapters, the author gets the main conclusion of this study,presents the research deficiency, and makes a bold imagination of thedirections for future research.