Analysis On Teacher-Student Discourse In Mathematics Classroom Of Higher Grades Of Elementary School

Classroom teaching activities are carried out through the interaction between teachers and students.Discourse interaction is the direct form of teaching and learning between teachers and students in class.Good interaction between teachers and students can not only create a positive classroom atmosphere,but also produce good teaching effect,promote students' understanding of knowledge and improve students' thinking quality.Therefore,the interaction between teachers and students in mathematics classroom is particularly important.It is necessary to pay attention to the interaction behavior of teachers and students.In the past few decades,conversation analysis has become an important method to study classroom interaction.The researchers found that there is a clear ternary dialogue structure in the process of classroom interaction,namely,initiate response feedback,or i-r-f discourse structure.Based on the theory of this discourse structure,this paper attempts to analyze the structure and teaching function of the interaction between teachers and students from the micro perspective through the observation of 20 excellent mathematics classes and the transcription analysis of the interaction between teachers and students,and discusses the interaction behavior of teachers and students in the senior mathematics classroom in primary school,so as to reveal the current interactive structure and function of the discourse in mathematics classroom.The research finds out the various detailed structures and corresponding teaching functions under the triggering,response and feedback.In structure,classroom discourse interaction is not only caused by teachers but also by teachers and students;The response structure includes teachers and one or more students,teachers and the whole class;besides teachers' feedback,there is also a structure of feedback from students.In terms of teaching function,classroom discourse interaction is to raise questions,lead to learning content or publish learning tasks,and guide students to carry out inquiry activities,among which,in more cases,they are to raise questions;the response is to help students construct mathematics knowledge,confirm answers to questions,strengthen knowledge,apply knowledge and obtain students' opinions;feedback not only has function of simple evaluation also has many teaching functions,such as summary,strengthening,explanation and suspension problems.Based on the above analysis,the structure of teacherstudent discourse interaction is rich and diverse in the current mathematics classroom,and the interactive teaching work focuses on knowledge learning.In the interaction of discourse,teachers are still in a strong dominant position,and students' subjectivity is not enough.The interaction structure of discourse and the interaction strategies chosen by teachers affect the participation of students.This study has a certain theoretical and practical significance.Theoretically,this study analyzes the structure and function characteristics of classroom discourse interaction from the micro perspective,improves the research system of classroom discourse,and complements the classroom interaction research of mathematics.In practice,this study expects to attract the teachers' attention to classroom interaction,help the first-line teachers to understand the situation of classroom interaction,and put forward relevant suggestions to improve the classroom interaction mode and improve teaching efficiency.