High School Chemistry Classroom Discourse Analysis That Points To Deep Learning

Constructing chemistry classroom of deep learning is an important way to implement the discipline key competency of subject.Many researchers and teachers explore the classroom teaching method of deep learning.As the carrier and medium of teaching activities,classroom discourse is the most direct material for classroom observation.Most of the researches on classroom discourse in China were focused on the language classes instead of science subjects especially not in chemistry.Therefore,the research is mainly to analysis the classroom discourse in chemistry classes in high school under the guidance of deep learning and put forward the teaching strategy,so as to establish an efficient chemistry classroom.The main contents are as follows: firstly,based on related literatures and works both abroad and domestically,the research explained the definition and theory basis of deep learning and classroom discourse and further.Secondly,the research constructs the high school chemistry classroom discourse analysis framework which points to the deep learning.The framework is based on the theory of deep learning and classroom discourse empirical research,combined with the characteristics of China's high school chemistry classroom.The contents include: the quantity of classroom discourse,the content of classroom discourse,and the way of classroom discourse.Each dimension has the specific analysis of the elements,and encodes each elements,explaines the elements of meaning,provides specific elements of the case to facilitate subsequent quantitative research;Then,10 chemistry quality classes about deep learning were selected for classroom observation to answer the following questions:1.On the basis of constructing a classroom discourse analysis framework oriented to deep learning,this paper analyzes high-quality class examples to judge whether the deep learning of high school students has taken place,or which teaching fragments embody the deep learning?2.This paper summarizes the discourse characteristics of deep learning classroom and proposes adaptive teaching strategies.It helps teachers to construct the deep learning classroom through teacher-student dialogue,and to improve the implement the discipline key competency of subject.Through the analysis of high quality class examples,it is concluded that the classroom discourse ofdeep learning has the following characteristics: from the perspective of the quantity of classroom discourse,the teacher's position in the classroom is not authoritative,students have more opportunities for discourse;From the perspective of discourse content,deep learning is the teaching under the command of unit learning theme.The goal of deep learning is to improve students' higher order thinking.Deep learning classes are focus on students' hands-on experience;From the perspective of discourse mode,the interactive conversational teacher-student interaction mode and IRF chain discourse wheel mode are conducive to promoting students' deep learning.Finally,some suggestions are put forward for deep learning of chemistry classroom:(1)Sufficient presupposition,generation of wisdom;(2)High-level questioning and integrated teaching;(3)Creating an environment which is conducive to dialogue between teachers and students,promoting students' in-depth participation.