Research On Classroom Discourse Of Primary School Chinese Teachers In Different Stages Of Professional Development

Classroom discourse is the bridge for communication between teachers and students,the carrier of interaction between “teaching” and“learning”,and the main way to convey information in classroom.Therefore,classroom discourse of primary school Chinese teachers is one of the key points in the study of primary school Chinese teaching.Teachers in different stages of professional development have their own characteristics and differences in classroom discourse because of their different stages of teachers' professional development.Research on classroom discourse of the primary school novice teachers,skilled teachers and expert teachers,can deepen the understanding of classroom discourse,and put forward the strategies of improving classroom discourse of primary school Chinese teachers,and provide reference for improving the quality of primary school Chinese teachers' classroom discourse.Selected six primary school Chinese teachers,the novice teachers,skilled teachers and expert teachers each two,convert the six teachers' teaching into the texts,through text processing and digital statistics,compare the difference between the three stages of professional development of a teacher's classroom discourse differences.The results show that the differences of classroom discourse in these three stages of professional development are different: In the aspect of discourse quantity,the number and the length of teachers and students' words are different;In the aspect of discourse interaction,the ways and the content of discourse interaction between teachers and students are different;In the aspect of discourse characteristics,the types and the structure of discourse are different.Combined with classroom record and teacher interview record,it is found that the specific reasons for the differences ofteachers' classroom discourse in different professional development stages can be listed as follows: Teachers' teaching concept,teaching accomplishment,teaching experience,teaching styles,teaching strategies and teaching skills are different.Based on the above research,We can improve the classroom discourse ability of primary school Chinese teachers from the two aspects of creating external mechanisms and mining internal factors.External mechanisms: Forming system and innovating the training way of teacher's classroom discourse;Building bridges and giving full play to the leading role of the excellent teachers' classroom discourse;Providing opportunities and strengthening teachers' classroom discourse ability.Internal factors: Renewing teaching concept and attaching importance to classroom discourse;Strengthening training and enhancing classroom discourse skills;Rethinking constantly and forming the classroom discourse style;Setting up the lifelong learning consciousness and improving the professional accomplishment of Chinese.