An Analysis And Study Of The Interaction Between Teachers’ Discourse And Students’ Argumentative Discourse

Classroom discourse runs through the whole process of teaching,and plays the role of bridge and medium in the teaching communication between teachers and students.The interaction of classroom discourse interaction here provides a microscopic perspective for the research to improve students’ argumentation level,students’ oral argumentation level can reflect a person’s thinking logic level,and teachers’ layer-by-layer questioning and feedback guidance can affect students’ thinking and cognitive participation,thereby affecting students’ argumentation and explanatory reasoning performance.Therefore,starting from Tourmin argument theory and IRF discourse analysis theory,this study uses the research method of lagged sequence analysis to focus on the analysis of the interactive relationship between teachers’ questions and feedback and students’ argumentation,and strives to reveal the potential discourse patterns that promote the development of students’ argumentation level,and provide theoretical guidance for educational practice.The first part of this study presents the basic characteristics of current teacher questioning,teacher feedback and student argumentation.Through the analysis,it is concluded that the discourse of teachers and students has the following characteristics:first,the amount of teachers’ discourse is generally more than the amount of students’ discourse,and the role of teachers’ discourse is to guide;Second,students’ argumentation and discourse are sufficient,indicating that students have higher participation in class and can reasonably explain their views and opinions;Third,teachers’ questions are mainly based on higher-order thinking questions,among which analytical questions are the key question form,and teachers’ questions pay more attention to quality than quantity.Fourth,teacher feedback is mainly based on guiding methods such as promotion and emphasis,and less involves modeling feedback,indicating that teacher feedback focuses on guiding and encouraging students and protecting the process of students’ active construction of knowledge;Fifth,student argumentation is mainly based on simple argumentation,and the elements of argument are slightly insufficient in completeness,indicating that the student’s argument level is still at a low level.The second part of this study is to use the method of lagged sequence analysis to organize and analyze the obtained data through GSEQ5 behavioral interaction analysis software,focusing on exploring the interactive relationship between teachers’ questions,teachers’ feedback and students’ arguments,and revealing the potential discourse behavior patterns between teachers and students.Then,from the perspective of the interaction between teachers’ discourse categories and students’ arguments,this study finds that: First,teachers’ higher-order thinking problems will trigger students to make higher-level arguments,especially the discourse types of analytical problems.Correlation problems and comprehension problems often lead students to make simple arguments,such as text reference problems.Explain that open-ended questions often promote high-level argumentation;Second,teachers’ promotion,questioning and modeling feedback occur after simple arguments,while emphasis and summary occur after concrete and cumulative arguments,indicating that teachers will adopt different feedback strategies according to students’ different argumentation levels.Third,pushing,questioning and modeling feedback will in turn promote the improvement of students’ argumentation level.Especially after the teacher questioned,students were able to make inquiry-based arguments with rebuttal elements,indicating that different types of feedback can affect students’ argumentation level to a certain extent.