A Study On The Fault Of Students’ Discourse Power In The Junior High School Chinese Class

After the new version of Compulsory Education Chinese Course Standard (2011Edition) introduced, the new curriculum reform is also in full swing. But there are alwayssome problems in the classroom teaching processes, the fault of students’ discourse power isparticularly serious. Experts and scholars study the students’ discourse power for a long timeand put forward some effective measures, but the perspective to solve the problem is fromeducation. This paper focus on the students’ discourse power from the perspective ofcommunication, chooses typically three high schools with different levels to research inHainan Province. In-depth studying the fault of students’ discourse power in the junior highschool’ class, I want to put forward effective strategies.The essence of education is a kind of communication, there are three main factors to thefault of students’ discourse power, namely, the teachers as education disseminators, thestudents as education receivers and the measurement methods of education communicationeffect. In class, teachers always hold discourse hegemonic, wear colored glasses, ignore themiddle level and contempt agenda setting, these have bad effects on the students’ discoursepower. As junior high school students, they don’t dare to challenge the authority from teachersbecause of fearing of making mistakes in class and following others. In addition, they havelost interests in the teaching content or methods that result in losing of the discourse power ofstudents. In the education communication process, the measurement methods of educationcommunication effect are single, which take score as measuring tools and ignore theassessments of student’ words. In short, it causes the fault of students’ discourse power.In order to construct the students’ discourse power in the junior high school class,teachers should update teaching concepts and develop students’ specialty. They also need toextend class content and attach great importance to the thinking guide. Students should standup to education disseminators and equal relationship with teachers. The measurementmethods of education communication effect should be made a fresh start, a clear discourseevaluation mechanisms need to be made. Only in this way can we do it well that teachers willproperly grasp the characteristics of Chinese education and students will comprehensivelyimprove language literacy. A way which is independent, cooperative and exploratory tolearning will be formed, and an open and dynamic Chinese class will be built ultimately.