A Study On Gender Differences In Classroom Discourse Of High School Chinese Teachers

Learning Chinese course,language is both a learning object and a learning tool.In the language classroom teaching,the appropriateness of the teacher's classroom discourse will affect the students' language learning.Therefore,it is very important to focus on the teacher's classroom discourse for the study of Chinese classroom teaching.Due to social construction reasons,teachers of different genders inevitably present gender differences in the classroom.How does this gender difference reflect in the language classroom?Will it cause different teaching effects and how to improve them?These problems are gradually coming to the research front with the concern of educational researchers on gender issues.The study of Chinese teachers' classroom discourse from a gender perspective can bring more thinking and promotion to the future teaching work of educators,and further influence the learning effect of students.Based on Rogers' humanistic theory,Bakhtin's "dialogue" theory,and constructivist"learning" theory,this paper uses classroom observation,questionnaires,and student interviews.The author transcribes the video of the course of the six Chinese language teachers(3 males and 3 females)of the unit,Lishui High School in Zhejiang Province,and conducts questionnaires and interviews on 234 students in the six teachers' classes.Then the author analyzes the classroom discourse style of different gender teachers in high school Chinese classroom.The study found that there are differences in classroom discourse styles of different gender teachers:(1)Classroom discourse:Both male and female teachers account for more than 60%of the total class time,in which male teachers have more words than female teachers;(2)Classroom discourse Repetition:Female teachers tend to repeat repetition and supplementary repetition.Male teachers tend to emphasize repetition,supportive repetition and modified repetition.(3)Classroom questions:male and female teachers are biased towards display problems,and female teachers have more questions.The female teacher's classroom problem design is more detailed and trivial,the male teacher's classroom problem design is more concise and precise;(4)Classroom feedback:female teachers feedback more than male teachers,female teachers "guide and self-correct" more than male Teachers,male teachers "ask others to answer" more than female teachers;(5)Length of discourse:female teachers' discourse length is mainly 6-25 words,male teacher discourse length is mainly 6-25 words and more than 50 words;(6)Discourse structure:Female teachers prefer to use a more complex conversational structure than the IRF structure,and male teachers prefer to use the IRF discourse structure.According to this study,the author believes that in the future teaching practice,male teachers should pay attention to avoid long arguments in discourse expression;they should be more patient in the interaction with students,especially in the feedback link,it is necessary to give individual students more time to think and encourage they more.Female teachers should pay attention to the control of the progress of the classroom,avoid trivial and repeated questions in the questions,try to streamline the problems and language,and make the classroom arrangement more orderly and scientific.Both male and female teachers should pay attention to giving students more time to participate in the classroom.