A Comparative Study On The Discourse Power Of Teachers And Students In Mathematics Classroom Teaching Between Novice And Expert Teachers

With the deepening of teaching reform,the subject status of students has been paid more and more attention by educators.The discourse power of teachers and students can not only reflect the participation of students in class,but also show the equality and interaction of teaching.A reasonable distribution of discourse power can promote students' independent exploration,active thinking,and active questioning,promote two-way interaction between teachers and students,and promote teaching reform.It is an effective guarantee for the quality of mathematics classroom teaching.The paper uses literature research method,factual record analysis method,qualitative and quantitative analysis method,etc.,with three expert teachers and three novice teachers as the research objects.Choose two algebra lessons,two geometry lessons,and two statistics lessons in junior high school mathematics for video shooting and class recording.Analyze the characteristics and differences of novice teachers and expert teachers in discourse power from both macro and micro perspectives.The macro analysis is conducted from three aspects: the absolute amount of teacher-student discourse,the ratio of teacher-student discourse,and the length of discourse.The micro analysis is studied of the two dimensions: discourse analysis and the operation of discourse power.In discourse analysis,teachers' discourse is divided into: declarative discourse,questioning discourse,imperative discourse,feedback discourse,and motivational discourse;student discourse is divided into: expressive discourse,responsive discourse,questioning discourse,and explanatory discourse.The operation of discourse power is divided into: hold,transfer,and silence.Based on the above research framework,comparing novice teachers and expert teachers,it is concluded that there is a big difference in the amount of discourse between novice teachers and expert teachers,and the difference in the ratio of teacher-student discourse is small;the length of teachers' and students' discourse shows a certain regularity;the discourse types of novice teachers are diverse but seriously unbalanced;there is a big difference in the proportion of students' discourse types between novice teachers' and expert teachers' class;teachers almost control the ownership of discourse power,the transfer of discourse power,and the content of discourse;in three types of courses,the characteristics of discourse power are different between novice teachers and expert teachers.According to the conclusion,the corresponding six enlightenments are obtained:regulate the amount of teachers' discourse and practice the student-oriented concept;pay attention to the length of discourse and promote in-depth class interaction;adjust the distribution of discourse functions and balance the discourse types of teachers and students;raise students' subject consciousness and establish equal discourse power of teachers and students;pay attention to the differences in course types and change the teaching mode flexibly;break through teaching presuppositions and realize free dialogue between students and knowledge.