A Study Of Primary School Classroom Discourse Structure From The Perspective Of Deep Learning

As the main medium of classroom interactive communication and thinking,classroom discourse is the core of the classroom teaching process.The recurring and relatively stable sequence in classroom discourse is the structure of classroom discourse.The study of classroom discourse structure is the analysis and observation of classroom normality.Scholars have found classroom discourse structures such as IRE,IRF,IR1F1/R2F2...,IR[I1R1I2R2...In Rn]F,FDE,IRR_VRE.The characteristics and functions of different types of discourse structures have different effects on students’thinking and cognitive development in the classroom teaching process.What kind of classroom discourse structure can promote students’deep learning and thinking.Therefore,from the perspective of deep learning,the present situation of primary school classroom discourse structure is discussed and analyzed from the micro level.With the help of recordings,the four math classes taught by two math teachers in the third and fourth grades of S elementary school in H city.The essay did a data analysis collected from the 20 math classes by the non-participatory observation.The study found that there are four discourse structures in primary school classrooms:IRE,IRF,IR1F1/R2F2...and IR[I1R1I2R2...In Rn]F.The simpler three-stage structure IRE and IRF are traditional discourse structures,and the more complex IR1F1/R2F2...and IR[I1R1I2R2...In Rn]F structures,which can promote students’thinking development,are deep learning discourse structures.The problem of the discourse structure of elementary school mathematics classroom is that the proportion of traditional discourse structure is large,and the proportion of deep learning discourse structure is small;deep learning discourse structure can promote students’thinking development more than traditional discourse structure;and the discourse structure of students’participation in the classroom is unevenly distributed.According to the current situation of elementary school mathematics classroom discourse structure,some suggestions are put forward.To adjust the proportion of classroom discourse structure types,and use deep learning discourse structures.In the deep learning discourse structure,we must grasp the integrity of knowledge,guide students to a higher level of development,optimize the level of teacher discourse,and rationally use diverse feedback.Pay attention to the development needs of different students and teach them according to their aptitude.