A Study Of The Teacher Discourse In Polish Primary Schools Under The Mode Of Cooperative Chinese Teaching Between China And Poland

Overseas Chinese learners are gradually showing a trend of younger age,and language communication problems between teachers and students have become a bottleneck Therefore,the cooperative teaching model came into being.The cooperative teaching mode used in the Chinese classroom in Polish primary school.Whether it is for students,teachers or teaching activities,the cooperation mode has obvious advantages,giving full play to the language advantages of both teachers and increasing the frequency of interactionThe teacher's discourse is an important part of the teaching activities.The Chinese teacher's discourse is the main way to input the learner's target language.The Polish teacher's discourse helps the learner to understand the target language.The scientific and effective use of teacher discourse by both teachers influences the effect of classroom interactive discourse,which in turn affects students' Chinese acquisition.Conversely,the lack of high-quality discourse,effective interaction strategies,and timely feedback reduces the efficiency of classroom interaction.Therefore,this paper selects three groups of cooperation classrooms,taking the Chinese-foreign cooperative teaching classroom observation scale as the research dimension,and analyzes the differences in teacher discourse performance from the three aspects of teacher discourse volume,teacher question and teacher feedback,supplemented by transliteration text.Interviews with teachers to analyze factors affecting the effectiveness of discourse,explore the reasons behind these performances,and provide practical advice on how to improve the quality of discourse in collaborative classroomsThe study found that Chinese-Polish cooperative teaching provides students with a pure target language environment and an understandable input.However,due to the inappropriate use of teacher discourse in the classroom,the invalid discourse time is too long,lack of real and meaningful interaction,and the Chinese output of students is very small.Although the cooperative teaching model has improved the classroom activity,whether the teacher's discourse has an impact on the classroom interaction efficiency is an urgent need for the author to understand.This also brings enlightenment to the Chinese classroom for Chinese-foreign cooperation.