An Action Study On The Optimization And Adjustment Of Teachers’ Classroom Discourse Input

Teacher’s classroom discourse is the language used by teachers to organize and teach in class.As the main input language and teaching medium of 12 classroom teaching,teacher discourse plays an important role in the process of teaching.Especially in the classroom teaching of foreign language and second language acquisition,teacher’s discourse may influence or even determine the success or failure of classroom teaching.The academic circle has made many discussions on the characteristics of teacher discourse for many years,but there are very few empirical studies on how to optimize and adj ust teacher discourse,especially those on classroom practice and Chinese teaching of different countries.In the actual teaching of "overview of China",a cultural knowledge course of the department of Chinese language and literature at the royal university of Chiang mai,the author was immersed in a very Chinese "infusion" education.Teaching cultural knowledge in the target language is informative and difficult.This not only has certain requirements on students’ Chinese proficiency,but also puts forward higher requirements on teachers’classroom rhythm,knowledge reserve and control of teaching discourse.Teachers’classroom discourse should build a ladder between students’ Chinese proficiency and the gap between the teaching content.so that classroom discourse can become the comprehensible input of students.For a novice teacher-like the author,it is really a big challenge,but also the most urgent problem to be solved in the teaching process.This paper mainly adopts the method of teacher action research.takes the teacher’s classroom discourse of the course.First.analysis of the data from the three main aspects of teacher’s discourse input,namely,speed,vocabulary and sentence structure.Combined with the feedback from the questionnaire,the paper finds out the problems and causes of teachers’ classroom discourse input.Then,based on the analysis of the teaching background of the university of Thailand,such as the teaching materials and curriculum setting.students’ personality and learning style,this paper puts forward the principles of optimization and adjustment and makes the action plan aiming,at the problems found in the early stage of the action research.Combined with quantitative data statistics,the characteristics of early and late classroom discourse are compared and analyzed.Meanwhile.the academic progress of students is investigated.Throucgh the analysis of the adjusted data this paper summarizes and reflects on the effect of the action research on the optimization and adjustment of teachers’ classroom discourse input.and reflects on the deficiencies of the action research.