Discourse Power of Teacher and Students in Classroom-成型论文

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Discourse Power of Teacher and Students in Classroom

Opening Report

Ⅰ.Basis and significance of Title Selection

Along with the development of society and requirements of times for talents, at

the turn of the century, our country set off a new turn of basic education curriculum

reform. The curriculum reform is a comprehensive range of reform in terms of

curriculum ideas, curriculum aim, curriculum structure, curriculum contents, and

curriculum management as well as curriculum evaluation.

In the classroom teaching practices, the discourse exchange between teachers and

students is an important way and type of classroom teaching, which enjoys rich

educational and teaching information. It can be said that language is one mirror of

ideas, which can reflected the educational teaching ideas of teachers through the

mirror of classroom discourse.

Classroom teaching process always is one issue that attaches more attention in

research on classroom discourse power. The whole teaching process is not only the

process of conferring and feed backing knowledge and information between the

teacher and students, but also the affective exchange between the teacher and students

as well as exert an edifying influence on the individual characteristics of students and

encourage the intelligence development of students, such as observation, recollection,

thinking and imagination. So-called classroom discourse means one language applied

in the context of classroom, which type and functions are different from other

languages applied in different occasions.

Different words and different speaker in classroom teaching have impacts on the

development of students as well as quality and efficiency of classroom teaching.

There are different discourse powers for the teacher and students in classroom

teaching and play different roles so that there are different types of discourse in

classroom teaching. The classroom teaching under the condition of New Curriculum

will enable the teacher and students enjoy different discourse power from beforetime.

Therefore, it is critical necessary that review the past classroom teaching discourse

power and reconstruct new-style classroom teaching discourse power.

In traditional curriculum teaching, the classroom discourse field has been keeping

in “silent” world. It seems as if the teacher enjoys the classroom discourse power

alone. However, to greater extent, the authority of the teacher is institutional discourse

power while students are in “aphasic” state. The losses of discourse power of students

strangle the creativity of the teacher and students and dissimilate the relationship

between the teacher and students. Therefore, should give back the discourse power to

student under the background of new curriculum.

Ⅱ.General situation of research and development trends

Discourse is one kind of tool of classroom teaching and essential measure for the

successful implementation of classroom teaching, it can be said that the classroom

teaching cannot survive without the discourse. Therefore, it is obvious that it is very

important to make research on classroom teaching discourse. For the research on

classroom teaching discourse, generally speaking, which are made in terms of lexical

syntax, pragmatics, and linguistics and pedagogic? Also, there were some research

scholars specially made research on difference in understanding caused by instant

generation of teaching discourse meaning and nonrepeatability of meaning, such as

Essay on Teaching Discourse and Understanding between the Teacher and Students

(Shi’Ou, 1995); also made research in terms of nature, type, characteristic of

classroom teaching discourse system and the converted form of teaching discourse,

such as Essay on System and Conversion of Classroom Teaching Discourse (Li Sen,

2003); in terms of multicultural, such as From Discourse Power of Teacher to Multi-

expression of Children---Discussion Based on Multicultural (Chen Shilian, 2004);

however, in the view angle of social science, researches on classroom teaching

discourse by discourse power have been made along with the start of New Curriculum

Transform, so there is few relevant research on it. During research and discussion,

there are some researches on discourse power of the teacher in terms of whole

education system, also some researches on discourse power of the teacher in terms of

academic education, such as Analysis of Discourse Power of the Teacher (Liu

Yunshan, 1997), Essay on Personnel Discourse Power of the Teacher (Hu Fuzhen,

2002), Talk about Discourse Loss of Students in the Teaching of Composition

(YuXian, 2001), etc.

The publication of Basic Education Curriculum Transform (Trial) must has

important and positive impact on basic education of our country, which will influence

the overall basic education transform so that changed the way of cultivation,

relationship between the teacher and students, management mechanism and learning

ways of students. The New Curriculum Transform emphases on the establishment of

democratic, equal and the cooperative new-styled of teacher-student relationship.

Ⅲ.Research thoughts and methods

Research on discourse power in classroom teaching is one kind of new viewpoint

of discourse research in classroom teaching on the condition of New Curriculum

Transform. The dissertation will systematically research the classroom discourse in

the view angle of social science by taking the discourse power as point of penetration

for making research. The dissertation mainly applied reference method, classroom

observation method and logical analysis method and other methods. The thesis

consists of six parts, at first, describe the proposal of problem and make an

introduction of the situation, in other words, explain why I decided to write the

dissertation; secondly, describe the definition, characteristics and types of discourse

power in classroom teaching as well as make an study and analysis on discourse

power relationship between teacher and student in classroom; thirdly, describe the

unequal phenomenon of discourse power in traditional classroom and gave a detailed

introduction of traditional teaching way in two aspects of the cause of discourse

power of teacher in traditional classroom and the absence of discourse power of

student in traditional classroom, and describe the reflection and confinement factors

of discourse power in traditional classroom; fourthly, describe the theoretic base of

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DiscoursePowerofTeacherandStudentsinClassroomOpeningReportⅠ.BasisandsignificanceofTitleSelectionAlongwiththedevelopmentofsocietyandrequirementsoftimesfortalents,attheturnofthecentury,ourcountrysetoffanewturnofbasiceducationcurriculumreform.Thecurriculumreformisacomprehensiverangeofreformintermsofcur...

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