Analysis On The Meaning Construction Of High School Chemistry Class Discourse

The continuous deepening of the new curriculum reform in basic education and the introduction of the concept of "discipline core literacy" in various disciplines of high school have put forward higher requirements for the transformation of the educational model and the scientific evaluation of the educational goals.The development of students' "discipline core literacy" is to cultivate the necessary character and key ability that students should have to meet the needs of lifelong development and social development.Therefore,in the teaching of chemistry,teachers need to pay more attention to the generation of teaching objectives,in order to develop the awareness and ability of high school students to solve complex problems in chemistry disciplines,and need to change from authoritative infusion teaching to equal and effective dialogue teaching methods.However,most first-line chemistry teachers have little understanding of the modes,characteristics,and strategies of effective dialogue in chemistry classes.Therefore,the study of chemistry classroom discourse is not only valuable but also necessary.The class teaching works of national chemistry quality class are the collective wisdom crystallization of the most outstanding chemistry teachers and the important achievements of basic education reform.It is also a model of first-line chemistry teachers' teaching.By studying the meaning construction in the classroom discourse of high-quality chemistry class,it is of great significance to the teaching research and practice of chemistry.In this study,the video of the A teacher,B teacher,and C teacher in the 2014 quality class competition is selected as the research object,and the video theme is "redox reaction"(the first class).By text transcription of the instructional video,and then encoding the transcribed text with the optimized classroom discourse analysis scale,the teacher discourse,student discourse,teacher-student interaction mode and feedback mode in the three classes of "redox reaction" are respectively carried out.The classification analysis sums up the characteristics of the three teachers and students'discourse and the discourse mode that can promote the "meaning construction" between teachers and students.Finally,relevant suggestions are put forward.This research can not only provide reference for the first-line science teachers to carry out the discourse interaction and communication mode in the classroom,but also provide a reference framework for the front-line teachers to conduct self-teaching dialogue diagnosis.It can also provide a reference for other researchers to evaluate the teacher's classroom.The study of classroom discourse analysis mainly includes three dimensions:teacher-student interaction discourse content analysis,teacher-student interaction model analysis and teacher's feedback type analysis.By referring to the optimized design of the discourse analysis scale,combined with the actual transcribed coded discourse content,the different dimensions of analysis are carried out.The conclusions of this study are as follows:(1)the content of teacher's discourse in high-quality class is rich,which mainly includes three types of "teaching,questioning and feedback",which is different from traditional classroom teaching irrigation.(2)the students' discourse also occupies a certain proportion in the classroom.Although the high-quality class pays attention to giving students the opportunity to express themselves,few students take the initiative to ask questions;(3)there are four main types of communication in high-quality class,but the three teachers mostly adopt "interactive-conversational" interaction,that is,IRFRF(interactive interaction-conversation type)discourse mode,which emphasizes interaction and pay attention to the further feedback and question expansion of students' response;(4)the teachers have different feedback forms in response to the students' different responses,and when the students answer wrongly,the teachers will continue to challenge to guide the students;(5)in order to promote "meaningful construction" between teachers and students,teachers' questions should support students' thinking and realize the importance of students' discourse;(6)in the mode of communication,we should pay attention to"interactive-conversational" communication,pay attention to group learning,and invite students to participate in the process of "meaningful construction";(7)in the way of feedback,when students respond correctly,more effective questions are raised on the basis of students' viewpoints.When students answer incorrectly,teachers should take more ways to continue asking questions or restate the questions.In order to challenge the students to think.When the students fail to respond,teachers should consider the reasons,restate and explore the students' ideas again.The innovations of this study are as follows:(1)most of the domestic classroom discourse analysis studies of past research focuse on English or language classes,but the chemical classroom discourse analysis studies is rare,and most of them are added or deleted according to the Flanders' scale.After designing the scale in advance,quantitative analysis is carried out,focusing on the frequency of the occurrence of discourse types,and little consideration is given to teacher-student interaction,student discourse and the process of knowledge generation in discourse.By referring to the process of "communicative interaction" and "meaningful construction" between teachers and students in scientific classes abroad,this study begins to pay attention to the characteristics of "meaningful construction" and "communication mode" in discourse.It is no longer limited to quantitative analysis,and the design of the scale is also optimized in combination with the actual discourse materials,rather than predetermined.(2)This study extends and modifies the discourse observation scale according to the complicated actual discourse situation in the classroom.For the exchange and movement of the steps in the classroom are not completely in accordance with the"teacher-student-teacher" mode,the communication mode and the type of feedback are expanded in the two dimensions of communication mode and feedback type for the situation that the students cannot respond to.And it pays attention to the analysis of students' discourse.