Narrative Research On The Generation Of Primary School Teachers’ Discourse Charm

As a kind of practice activity, teachers’ discourse level directly affects the teaching effect and the relationship between teachers and students. Due to the elementary students body and mind is not yet mature, primary school teachers discourse has its own features. Intending to to use a discourse activity to achieve the aim of education, the teacher requires have strong ability of discourse. Charming teachers’discourse is a high degree of the integration of education and aesthetics, that is to say, using the aesthetic value of discourse to attract students, make students gain a great sense of education in discourse activity.The importance of teachers’ discourse is self-explanatory, but when I studied the research situation at home and abroad on teachers’ discourse, I was concerned about some of the blank in existing research and the plight of the development of teachers’ discourse. Thinking about the above, I put forward the point of view, method and project of this study. Narrative research present the real scene of education by teachers "voices", this study will use the method of narrative. Teacher Z who has rich experience in math is the research object of cooperation. The study will be deep into Z’ daily teaching life, for her education story to construct a longitudinal and cross analysis framework. Longitudinal is bounded by time, tracking teacher Z’ level of discourse at various stages, including student life, teacher education, vocational growth. Then horizontal analysis the development of three types of discourse at each stage, that is teaching discourse, ideological and moral education discourse, daily discourse. Presents ecological discourse and analysis, the study will comprehensively display a dynamic generation process of outstanding teachers’discourse charm.Seen from teacher Z’ upbringing, the generation process of teachers’ discourse charm affected by many factors. On the one hand, internal factors dominating the development speed and height of teacher Z’ discourse, such as life experience, professional development momentum, practical experience, personality characteristics. On the other hand, apprenticeships, others demonstration, school culture and environment, such external factors also played a catalytic role in teacher Z’ discourse development process. Overall, the generation of teachers’ discourse charm is a course of art form, this process is a long-term cultivation is not achieved overnight. It can be roughly divided into three steps, the first step, you need a wealth of practical experience in the discourse, and the second step, the key is to reflect on the experience of discourse and generate self belief, the third step, return to practice, achieve sublimation in practice, and strive to achieve the level that language contains nothing new, then left the realm of fragrance.If teachers want to let discourse from effective to efficient, and ultimately reach the level of charm, teachers could try from the following aspects. First, through extensive reading, updating cognitive discourse, thus establishing discourse belief. Second, accept themselves, emphasis on teacher emotion remodeling, enhanced emotional discourse. Third, the use of tone change, body language training to train discourse skills. Fourth, improve the level of discourse wit in the exploration and reflection of practice. Fifth, based on their personality traits to create a self-style discourse, thereby cultivate the quality of discourse.To raise the level of discourse of primary school teachers is not only the inherent requirement of occupational characteristics, but also an important step to improve the professionalism. As educators, we should consciously temper the discourse charm and promote educational and aesthetic of discourse perfectly unified.