Biology Classroom Discourse Analysis In High School Based On The Perspective Of Scientific Concepts Understanding

As the basic carrier and medium of classroom teaching and learning activities,classroom discourse is the most direct material in classroom observation.However,most of the studies on classroom discourse are focused on Chinese and English classroom rather than science classroom.There is a large number of scientific experiments and scientific concepts in biology classroom which has both liberal art and science characteristics.From the perspective of students' understanding of scientific concepts,this study is concentrated on discourse analysis.Firstly,through literature review and the combination of the existing theoretical and practical basis,the framework of classroom discourse analysis and the SOLO which is used to measure the levels of the understanding are determined.Then,this study analyzes the classroom discourse from two aspects of contents and approaches.On the basis of quantitative analysis,it presents further explanations with classroom cases.As for the content of classroom discourse,this study analyzes it by presenting teaching discourses and interactions between teachers and students.It analyzes the approaches of classroom discourse by presenting the tendency of interaction and streams of conversation.This study tries to answer the following two questions:1.What's the discourse pattern in biology classroom of high school,especially,those which involve many scientific concepts?Is there any difference between the ideal discourse pattern in science education,such as scientific exploration,and knowledge construction?2.Exploring the direction of science classroom discourse from the perspective of scientific concepts understanding.This study finds that there is a relationship between the discourse characteristics of the scientific concepts and the scientific understanding of the students' responses in teachers' classes.Firstly,the discourse interaction tends to affect students' classroom discourses and the number of students' responses.Secondly,different sorts of teachers' initiations will affect the sorts of students'responses.Thirdly,the use of appropriate streams of conversation patterns can help students to enhance the level of understanding of scientific concepts.Finally,three discussions and recommendations on teaching discourse practices are provided for biology classroom and other science classroom:first of all,the higher level of students,responses requires high-demanding classroom discourse;secondly,there is a close relationship between the extent of students'using scientific terms and their understanding of scientific concepts.Thirdly,the classroom discourses of science teachers can be improved from the perspective of students' understanding of scientific concepts.