Discourse Analysis In Elementary School Science Classrooms From The Perspective Of Argumentation

Now the direction of science education in society is “Changing the mutual confrontation between scientific research and science education,realize the inter-agreement of Scientific Research and Scientific Education”.The purpose of this paper is try to study the characteristics of teachers 'classroom discourse in primary school science quality course.Offer the experiences for other excellence course and regular class,and offer materials for other research.This article's research target is five primary school science teachers' excellence course.Transform their classroom records into text.Using literature research,classroom observation method.Using the qualitative and quantitative methods to analyse the data.The research results of this article is summarizing the general rules of the classroom discourse of the five primary school science teachers.Teachers speaking times are much more than students.Teachers 'classroom discourse is almost twice than students' or even more.Non-argumentation almost twice as much as argumentation.“Encourage students to make claims” is dominant in the teacher's argument,secondly is “students are encouraged to give reasons”,“Encourage students to reflect on their arguments” is also accounts for a certain proportion,But relatively few.Other types of discourse are still fewer.In Teachers' Non-Argumentative Discourse," Oral interpretation" and " instructions" are occupy a large proportion.Secondly is " Guide students to respond".In " Evaluate students 'views",Teacher Lin accounts for a large proportion.Teachers Li ? Fei ? Sun and Tian accounted for a smaller proportion." Guide students to review what they learned before" is also occupies a smaller proportion.Other types of non-argumentative discourse account for less.In these summaries,good primary school science class and normal primary school science class are worth learning these: Pay more attention to argumentation,guiding students to demonstrate,encourage students to make proposals,let students think for themselves and give reasons for their opinions.On their own opinions,Let students reflect more on their arguments.Encourage other students to reflect on others' arguments,encourage students to make counter arguments,encourage students to refute,aware of the importance of allowing students to refute existing arguments.Other argumentative discourses should also account for a certain proportion.Return the class to the students.Teacher's Non-Argumentative Discourse is as concise aspossible,argumentative discourse try to improve.Ask more open questions,to a certain extent pay attention to the expression of students' views and the ability to explore problems.