Research On Students’ Right Of Discourse In The Middle Schools’ Class Field

With the concept of the new curriculum reform deepening, the status of students in teaching has beengetting much more attention, and scholars would like to explore different aspects of students from allangles. It has been gradually realized that existing anomaly situation will put negative influence on students,when concerning about the issues like: the development of the students’ subjectivity, unequal opportunitieson classroom interaction, as well as the effectiveness of classroom teaching. Therefore, the authorconducted the study of the students from a microscopic perspective on their rights to speak withinclassroom field, based on summary of former research and analysis.This study investigated the presence of the discourse rights from the point of field, and analyzed theweakened discourse right, alienation characterization, the causes with insight into individual cases, then putforward a concrete strategy. In this thesis, I firstly defined the class field as an objective relationshipnetwork. And this network is formed between the participants in class activities at the purpose of humandevelopment, formation, enhancement, based on knowledge dissemination. At the same time, theresearching scope of this thesis is within the realization of discourse rights, the realization of student’sdiscourse rights, which can be regarded as the rights to understanding and questioning course, as well aschallenging and deconstructing the authority. Secondly, I used Bourdieu’s "Field–relationship" theory andHabermas’s "communicative action rationalization" theory as the theoretical basis of this study. Throughanalysis process, I recognized the teacher’s controlling authority in the field would play adverse effects onstudents’ discourse rights, but the "inter-subjectivity" and "rational discourse situation" proposed byHabermas would provide a new path to conduct this research. Then based on the long-term observation andinterviews on teaching, I reached a conclusion on the cause of middle school students’ weakened andalienated discourse rights generally manifested as an imbalance of discourse status, distortion of the content,impropriety of the form, imbalance of the time, and unequality opportunities, would be the strongauthoritative discourse of teachers, teaching habitus influence, prejudice of modern concept of knowledge,teaching atmosphere repression and students’ lack of relating awareness etc. Finally, on the basis ofsummarizing, I put forward specific policy about return of students’ discourse rights: Transforming teaching concepts, focusing on people-oriented direction; activating consciousness, to achieve the right;creating discourse situation, forming a harmonious atmosphere; reshaping the teacher-student relationship,back to real exchanges.