A Study On Classroom Discourse Analysis On The Triple Representations Of High School Chemistry Knowledge

In chemistry class teaching,in order to comprehensively promote the students to the chemical knowledge for the construction of different dimensional representation,transformation and integration ability,in addition to the students of the triple characterization of thinking level should be improved,it is necessary to take effective measures to guide the student to the mind of the triple characterization to thinking outside(such as "explain" "instructions" "description" "forecast" "evaluate",etc.),these words have directivity action verbs and new standard in the latest embodiment of academic requirements.However,most of the relevant researches only focus on the analysis of individuals' triple representation cognition on the psychological level through quantitative analysis,but rarely involve the explicit manifestation of triple representation in chemistry class(that is,the discourse level),a social level.The purpose of this study is to explore the meaning construction model of classroom discourse based on the threefold representation of chemical knowledge between teachers and students in real situations.This study adopts the research method of discourse analysis.Firstly,based on literature review,it constructs the theoretical basis and analyzes the relationship between triple representation and classroom discourse.Secondly,focusing on the research scope,it defines the subject course of the triple representation of chemical knowledge.Thirdly,classroom observation is carried out to explore the present situation of classroom discourse expression of triple representations.In addition,an analytical framework was established to identify the class discourse categories represented by the triple representation of chemical knowledge.Finally,the research results reveal the present situation and meaning construction mode of teacher and student's triple representation discourse expression.The results of this study showed that the teachers and students related words in the statement of the triple characterization of chemical knowledge is given priority to with macroscopic property related words and conversion words,in different types of knowledge and interactive mode there is a difference,and the grammatical meaning,semantic meaning and pragmatic meaning level or there is a corresponding to explicit or implicit of the triple characterization of discourse in the process of building a triple characterization of discourse related expression plays a certain role in promoting.The thesis is divided into six chapters.The first chapter is "introduction",which mainly discusses the origin,problems and planning of the research.The second chapter is"literature review",which mainly reviews the literature related to "triple representation"and "classroom discourse",on which the research direction is established and the relevant discourse concepts are defined.The third chapter is "research design",which mainly discusses the selection of research objects,the design of research activities,the implementation of research and the construction of analysis framework.The fourth chapter is "the results of research",based on discourse analysis to explore the meaning construction model of classroom discourse based on the triple representation of high school chemistry knowledge.The fifth chapter is "reflection and prospect of the research",which reflects on the research process and results of the research,and puts forward the prospect of the research.