Dislocation And Reversion Of Students' Discourse Power In Classroom Teaching

With the continuous deepening of curriculum reform,the concept of“student-oriented” is constantly accepted and recognized by teachers,and is constantly practiced in teaching,the main position of students in teaching is constantly receiving attention.In essence,classroom teaching is a kind of communication activity between teachers and students based on the understanding of teaching content,teachers and students are mutual communication,mutual cooperation.It requires the participation of teachers and students.Therefore,students are not the object of being shaped and controlled,not the object,but have their own unique intrinsic value and an indispensable subject in classroom teaching.Students are the logical starting point and end point of classroom teaching.The lack of students in classroom teaching can be said to be deformed to a certain extent.The students' discourse power is an important element of students' participation in classroom teaching activities and an important part of promoting classroom teaching activities.In addition,the concept of educational equity has been continuously promoted in the field of education.People have gradually shifted from macro-level educational equity to micro-level educational equity,student discourse power is an important manifestation of educational equity to some extent.However,examining the reality of classroom teaching,we can find that there is a certain dislocation of the right to speak of primary and middle school students in China.Therefore,the investigation and research on the status quo of students' discourse power in classroom teaching is beneficial to the development of targeted improvement strategies from the actual situation of students' discourse power,in order to improve the students' discourse expression in classroom teaching and promote students' activeparticipation in the classroom activities,so that teachers and students can jointly write a harmonious movement of classroom teaching.In order to have a comprehensive understanding of the existing research results of students' discourse power,and to get more inspiration from the existing literature,the author has combed and analyzed it from both foreign and domestic aspects,and proposed the basic ideas of this research,and also clarified the research value of students' discourse power.The student's discourse power is not only a prerequisite for carrying out classroom teaching activities and improving the quality of classroom teaching activities,but also an guarantee for the personal development of students.This paper follows the research ideas of what,why and how to do it.Based on the classroom teaching field,this paper uses qualitative research methods to examine the current situation of students' discourse power in classroom teaching from two dimensions of form and content.Among them,the formal dimension of students' discourse power is mainly analyzed from three aspects: discourse opportunity,discourse mode and discourse platform.The content dimension of students' discourse power is mainly analyzed from two aspects: speech content and discourse effect.Combining with the review of the status quo of students' discourse power,the author focuses on the classroom teaching field,and discusses the influencing factors of the students' power to own and rational use from three aspects: teachers,students and teaching environment.The specific performance is as follows: The main thrust of the dislocation of students' discourse power is the teacher's view of students,the teaching methods and the discourse characteristics of teachers.The students' own factors are the catalysts for the dislocation of their discourse power,which is mainly reflected in the students' own position in teaching and the perception of discourse power,and the personality characteristics of students;the teaching environment factor is an important condition for the dislocation of students' discourse power in classroom teaching,which is based on the teaching management method based on discipline and the top-line evaluation orientation of students' academic achievement.Finally,on the basis of the status quo and reason analysis of the dislocation of students' discourse power in classroom teaching,the author seeks the possibility strategy for the reversion of students' discourse power from four levels: paying attention to the students' power to speak and giving them an opportunity to express;improving the teacher's discourse expression,allowing students to express;enhancing students' subjective consciousness and making them express themselves;creating an ecologicaland inclusive teaching environment,making students willing to express,in order to improve the status quo of students' discourse disposition in classroom teaching,promote students to actively participate in classroom teaching,and actively express their own reasonable views on teaching content.To achieve the value of each student's fair development in classroom teaching.