Research On The Power Of Discourse In High School Chinese Classrooms

Classroom discourse is an important medium for classroom teaching,as well as an important indicator for judging the status of students’ classroom subjects.Chinese subject is not only one of the three main subjects in China’s compulsory education stage,but also the mother tongue of our country.At the same time,it plays an important role as an important communication tool in daily life.The new curriculum reform and the general high school Chinese curriculum standard have proposed a series of ideas,but the degree of implementation needs to be verified through research.The purpose of this study is to analyze the 16-section Chinese class,reveal the current situation of teachers and students’ classroom discourse,reflect the distribution and operation of teachers’ and students’ discourse power,and analyze the progress of Chinese teaching reform,find out the gap,and make recommendations.This study takes a county high school as a case school,with four Chinese teachers in the first and second grades of the school and 376 students in seven classes taught by them.The study was conducted in a combination of quantitative research and qualitative research.The classroom observation method is used to analyze 16 new Chinese language teachings.The questionnaire survey method and interview method supplement the classroom observation method,focusing on explaining the phenomenon of classroom discourse from the psychological level of teachers and students.On this basis,the three ways of discourse operation are summarized.It is found that teachers have more words and discourse opportunities than students,and have more long-speaking opportunities;teachers’ discourse content focuses on texts,and students’ discourse content is mainly reading and answering questions,which are not separated from the text;There are fewer opportunities for sexual or original views;students have obvious phenomena,and most of them are short words within 5 characters;the problem of high cognitive level in teachers’ questions is low,encouraging students to question,but implementation is difficult;Students have different views on issues such as discussion,questioning,and questioning;students generally like Chinese classes,but class participation is not high;knowledge transfer,knowledge construction,and authority establishment are three ways of discourse operation,and classrooms are still dominated by teachers.Based on the research conclusions,this study proposes suggestions from three levels: the teacher level should appropriately increase the students’ discourse opportunities,especially the long discourse opportunities;expand the students’ discourse space,Encourage students to think and express independently,with criticism and personality;optimize teachers’ questions and rationally design the cognitive level of the problem;break through the interactive form based on repetitive discourse and add other interactive methods.Students should emotionally identify the language and clarify the importance of the language discipline.In addition,teachers and students should work together to complete a good knowledge construction.