A Study On Classroom Discourse Interaction Between Teachers And Students Of Senior Grades In Primary Schools From The Perspective Of Communicative Rationality

Classroom discourse is the basis for the smooth development of teaching activities.No matter how advanced the modern teaching technology is and how the curriculum teaching is reformed,the classroom teaching form still occupies a dominant position in the school education,and the classroom discourse still plays an irreplaceable core role in the teacher-student interaction.However,there are many problems in the classroom discourse interaction between teachers and students in senior primary schools,which is a major factor of the poor teaching quality.Communicative reason,as a kind of communicative reason,is based on the equal discussion between subjects and contains the spirit of critical reflection.This provides a way to solve the problem of discourse interaction and improve the quality of teaching.First,theory seeks roots.Through the analysis of communicative rationality,the core concepts of communicative rationality and classroom discourse interaction are clarified,and the enlightenment of communicative rationality to the interactive subject,interactive mode,interactive content and interactive characteristics of classroom discourse in senior primary school is preliminarily explored.Second,make a practical investigation.Nvivo11,a qualitative analysis software,is used to investigate the language features,meaning construction and cultural features of classroom discourse interaction between teachers and students in senior primary schools.It is found that the quality of teacher-student discourse interaction is not high,which is not conducive to teaching activities.The main problems are as follows: there is a large gap between the opportunities of discourse between teachers and students;False problems and improper discourses exist in the interaction caused by teachers;Students have little initiative to participate in the interaction,and their participation in conclusion construction remains at the superficial level.The quality of teachers' feedback is not high and their listening and response to students are insufficient.Finally,explore the cause and construction countermeasures.From the two subjects of teachers and students to analyze the reasons for the problems in the classroom discourse interaction of senior primary school students.Explore the initial form of classroom discourse interaction towards communicative rationality: construct a teacher-student community based on discourse interaction;Develop classroom interaction with dialogue;The content of discourse is integrated with the world of life to highlight the communication quality of self-reflection of teachers and students.Strategies are proposed to realize the initial form of classroom discourse interaction: to ensure the "authenticity,sincerity and legitimacy" of discourse and respect the diversity of "voices";Build an ideal discourse environment and enhance the dialogue wisdom between teachers and students;Stick it into students' daily life world and attach importance to the emotional world;We should pay attention to the art of asking questions,which leads to interaction and further inquiry,and improve the listening ability of teachers and students.