The Meaning Construction Of Classroom Discourse Of Pre-service And Post-service Chemistry Teachers Comparative Study

With the deepening of the new curriculum reform of basic education and the proposal of the "core quality of discipline" higher demands are placed on the transformation of the way of education and the scientific evaluation of educational objectives.The 2017 version of the high school chemistry curriculum standard points out that the development of students' "core literacy in chemistry" is to cultivate students' key qualities and the ability to solve complex problems in real situations.This requires teachers to respect the active status of students,abandon the past indoctrination teaching methods,and change to the direction of equal dialogue between teachers and students.However,most teachers do not have a deep understanding of effective dialogue chemistry classroom teaching strategies,so high school chemistry classroom discourse is worthy of in-depth study.Pre-service teachers are the reserve force of our country's future outstanding teachers,and post-service teachers are the main force in the front line of middle school chemistry education.This research focuses on teachers in these two stages and conducts an analysis of teaching records under the same theme in order to discover their classroom discourse Characteristics,communication patterns,and feedback types,summarizing the discourse characteristics of meaningful construction,are of great significance to the practice and reform of chemistry teaching.Based on the literature review,this research elaborated the development status of the core concept of "classroom discourse" at home and abroad,and constructed a framework suitable for the analysis of middle school chemistry classroom discourse.Then,two pre-service chemistry teachers in a certain deployment normal school simulated teaching videos and a first-hour teaching record of "Chemical Energy and Electricity" from a ministerial-level excellent course teacher of "One Teacher,One Excellent Course" as the research objects.By transcribing the lecture video,and analyzing the teacher-student speech,interaction patterns and feedback types in the three teachers' "Chemical Energy and Electricity" classroom,the dialogue characteristics of several teachers were found,in order to find inexperienced teachers and high-quality teachers Differences in dialogue.This research can provide the basis of classroom self-diagnosis for pre-service chemistry teachers and frontline teachers,and it can also be used as a reference for teaching experts to evaluate lessons.This research conducted a multi-angle analysis of the three teachers' classroom records,and came to the following conclusions:(1)Pre-service teachers are more aware of classroom problems,and use experimental phenomena or principle-related questions to promote teaching;(2)After-service teachers are more aware of problems in the classroom;Teachers tend to adopt the "interactive-dialog" communication mode,and the language style reflects the humanistic care for students.The "interactive-authoritative"and "hybrid" types occupy a larger proportion in the pre-service teacher classroom;(3)Teachers face students There are various types of response feedback.When students answer correctly,the three teachers will adopt the form of "affirmative-emphasis" or"affirmative-continue teaching".(4)Both pre-service and post-service teachers tend to adopt the teaching method of meaning construction,and the teachers' discourse mostly adopts the method of questioning and response,focusing on the interaction with students;(5)The pre-service teachers' educational philosophy and knowledge It is conducive to the construction of the meaning of classroom discourse,but it should also focus on accumulating practical teaching experience and perfecting its own discourse system in a real classroom;(6)The type of questions asked by post-service teachers is single,and the quality of classroom questions needs to be improved,and the openness of questions should be emphasized,Innovative and developmental,to help students form correct learning methods.The innovations of this research are as follows:(1)In terms of research content,previous researches were mostly aimed at language classes.Discourse analysis in science classes is also less in chemistry classes,and the framework used is not close to the classroom reality.This research selects chemical concept classes that have been relatively complete by the research team.The discourse analysis framework,after qualitatively coding the classroom discourse texts of the three teachers,carries out quantitative statistics.(2)In terms of research objects,previous studies have mostly focused on post-service teachers,and pre-service teachers,as the reserve force of our country's teaching staff,are worth exploring their discourse skills and communication patterns.This research selects two publicly-funded teacher students and one from a normal university under the Ministry of Education.Post-service teachers are used as research objects,and their discourse characteristics are compared and analyzed to provide references for pre-service and post-service teachers' teaching self-diagnosis.