A Study On Teacher's Discourse Right In The Comprehensive Course Of Teaching Chinese As A Foreighn Language

The right of discourse is the unity of discourse right and discourse power,that is,the unity of discourse qualification and discourse authority,and the unity of "right" in the subject aspect and object in the voice of discourse is the right of discourse in this paper analysis.The discourse right in the classroom contains static and dynamic two dimensions,from the static point of view,the classroom discourse right is divided into two aspects:the teacher's voice and the student's voice right,from the dynamic point of view,the classroom Discourse Right also contains two dimensions of the relationship between teacher-student voice right and life-student voice right.The domestic research on the voice of teachers and students in the classroom is still in its infancy,and there are some shortcomings in the research object,such as small capacity,lack of diversity of research methods,narrow research scope and insufficient research depth.The right of discourse is a new angle of analyzing classroom discourse,and through the analysis of the distribution pattern of teachers and students'discourse right,we can bring some inspiration and help for us to further study the teaching effect.Based on the comprehensive analysis of the research results of classroom discourse at home and abroad,this study aims at the existing problems of Chinese teaching,and Taking the classroom transcription material of the comprehensive course of Chinese as a foreign language as the research corpus,this paper makes a systematic study on the meaning of the voice of teachers and students,the research framework,the distribution pattern and the teaching suggestions to avoid the formation of discourse hegemony by using the research method of quality combination.In particular,firstly,using the method of literature analysis and method,this paper constructs and discusses the research framework of the voice of teachers and students on the basis of the existing research results,and then describes and analyzes the distribution pattern of teachers and students'discourse rights in the three comprehensive courses of foreign Chinese by means of data statistics method and descriptive method.At the same time,the paper discusses the reasonable distribution pattern of teachers'and students'discourse,and finally,on the basis of the above analysis results,probes into the way of the formation of teacher's discourse hegemony,and puts forward corresponding teaching suggestions according to different ways of formation,in order to prevent the formation of teachers'discourse hegemony in the classroom from the root.Starting from the distribution of discourse rights between teachers and students and the distribution of discourse power,this paper summarizes the commonness and individuality of the distribution pattern of different discourse rights through the horizontal comparison of three classes in Chinese primary class,Chinese intermediate class and Chinese advanced class,and finally draws the following conclusions:1.The proportion of discourse between teachers and students is seriously unbalanced,The amount of students'discourse is far less than that of teachers,so the current distribution pattern of teachers and students'discourse rights in the comprehensive course of Chinese as a foreign language is not reasonable enough,but it does not form the hegemony of teachers'discourse.2.In order to construct a more reasonable distribution pattern of teachers and students'discourse rights in the comprehensive course of Chinese as a foreign language and avoid the formation of teacher discourse hegemony,teachers can perfect or improve the teaching mode and teaching methods from macroscopic and microscopic two levels.Through the superficial study of the discourse right of teachers and students in the classroom,this paper hopes to contribute the meager strength to the progress of domestic discourse research,arouse the attention and attention of the academic circles in this field,provide reference for the construction of a more reasonable distribution pattern of classroom discourse rights,and promote the development of Chinese language teaching to health and science.