A Study Of Discourse Intertextuality In Normal University Students’ Argumentation In Socio-Scientific Issue

At present,normal universities have become the backbone of the training of teachers,which directly determines the teachers’ quality in the elementary education stage.However,the education of normal universities is attached too much to the development of teachers’discipline knowledge and teaching ability,instead of cultivating of their thoughts and concepts,which results in a phenomenon that the normal universitiey students lack scientific literacy and humanistic spirit.Therefore,general education is indispensable and urgent need for improvement in the training process of normal students.The social characteristics of science not only means that social factors are considered in scientific activities,but also that scientific attributes are combined in social activities,which can help current colleges and universities to examine the problems and deficiencies in general education for normal university students.However,this feature is invisible,and needs to be explored with the help of discourse intertextuality.The purpose of this study is to explore the actual state of discourse intertextuality in the general curriculum of normal university students,with a view to providing reflections and suggestions for the reform of general curriculum in normal universities.This research which adopts a qualitative case study method,is carried out in two large classes of a certain normal university,by using lessons as a tool.It focuses on answering the following three questions:（1）What the characteristics of intertextuality in the process of argumentation in large classes is?（2）What are the possible links between intertextuality and students’ opinion-building process?（3）What factors affect intertextuality in the process of argumentation in large classes teaching?This thesis establishes the "basics of argumentation" by constructing a theoretical basis,and provides "written evidence" by implementing empirical schemes.In the theoretical basis,first of all,we should define the relevant core concepts on the basis of combing the literature,dertermine the research ideas of discourse intertextuality,and establish the "four dimensions-three levels" analysis framework.In the empirical research part,we designed five major course themes and two major course models,conducted in different classes separately,and then collected discourse to form research materials.The following research results are obtained by analyzing the data:（1）In the course of large-scale teaching argumentation,the characteristics of intertextuality are mainly reflected in six different types of intertextual sources;（2）The relationship between cultural nature and the process of establishing students’ perspectives can be elucidated visually with the help of intertextual process diagrams and intertextual chains;（3）The subject of course,the curriculum model and the background of the characters all have impacts on the performance of intertextuality.Finally,we reflected on the process and results of this research,and put forward the research prospects.