Discourse Analysis Of Teachers And Students In High School Mathematics Classroom Pointing To Deep Learning

Discourse is the medium of communication between teachers and students in classroom teaching,which can reflect the emotional input of the classroom,the level of students' thinking,and the overall appearance of teaching.Focusing on the discourse of teachers and students in high school mathematics classrooms,and with the goal of promoting students' in-depth learning,the discourse analysis of classroom teachers and students is carried out,providing experience for conducting discourse analysis of teachers and students oriented to in-depth learning,and providing teaching improvement suggestions oriented to in-depth learning for high school mathematics teachers,in order to improve the quality of classroom teaching and facilitate the occurrence of deep learning for students.The research questions were determined as:(1)How to analyze the discourses of teachers and students in high school mathematics classrooms?(2)What are the characteristics of teacher-student discourse in high school mathematics classroom?(3)How to improve the discourse of teachers and students in high school mathematics classroom?In order to study the above problems,firstly,through the literature research method to read and sort out the literature,to form the relationship between classroom teacher and student discourse and deep learning,to initially construct a deep learning-oriented high school mathematics classroom teacher and student discourse analysis framework,and to obtain expert opinions through the expert evaluation method.Determine the analysis framework,which is divided into "in-depth participation","in-depth cognition" and "in-depth acquisition" as three first-level dimensions,and divided into six secondary dimensions,including "teacher-student discourse type","classroom discourse information flow","teacher's questioning level","mathematical problem characteristics" "Learning Result Construction" and "Reflective Discourse Use" and 33 coded observation points.Secondly,select 8 high-quality national award-winning teaching videos for high school mathematics.The selection of the curriculum should be balanced in terms of teacher gender,student grade,class type,and content mainline,so as to avoid differences in external objective conditions that may affect the results.Influence,and transcribe it into the discourse text of teachers and students in the classroom,carry out coding and statistical analysis based on the established analysis framework,and use video analysis and statistical analysis methods to obtain the current situation of teacher and student discourse in high school mathematics classrooms that point to deep learning: firstiy,in the dimension of deep participation,teacher's discourse is about2-3 times that of students' discourse,questioning is the main discourse type of teachers,and students' discourse passive responses are mainly used,and there are three forms of discourse interaction;secondly,in the dimension of deep cognition,the overall level of questioning is relatively low,and questions at the level of recall and comprehension are the main types of questioning used by teachers,and the diversity of question situations is slightly different.There is a lack of mathematical situations,and the level of mathematical problems is dominated by the level of understanding;thirdly,in the dimension of deep acquisition,the overall level of students' knowledge construction is relatively low,and reflection on learning content is the main type of reflection,and reflection behavior mostly occurs in the classroom beginning and class summary stage.Finally,the case analysis method is used to select part of the teacher-student discourse text of the two classroom teaching slices for case study and try to improve the discourse,and to provide targeted classroom teacher-student discourse improvement suggestions to promote the occurrence of students' deep learning.Aiming at the current situation of teacher and student discourse in the classroom,focusing on promoting the occurrence of students' deep learning,and providing three strategies to improve the teacher and student discourse in high school mathematics classrooms:(1)Flexibility: Realize the discourse conversion in different contexts.It is embodied in two aspects: guiding students to discover by heuristic discourse,to generating rigorous and clear mathematical concepts,and creating problem situations by living discourse,to strict and normative logical reasoning proof.(2)Effectiveness: Enhance the value and effectiveness of students' discourse.The effectiveness of students' discourse can be improved by adopting dialogue discourse to exchange ideas,exploratory discourse to dig deeper,and reflective discourse to promote thinking.(3)Integrity:Exploring the depth of reflection on summarizing discourse.It is embodied in three aspects: the depth of mathematics knowledge system,the depth of mathematics core literacy,and the depth of mathematics education value.