A Study On The Discourse Of Teachers Of Museum Courses For The Cultivation Of Higher Order Thinking

Emerging technologies such as artificial intelligence,big data and 5G communication have gradually been integrated into our daily life.As the mode of social production has changed,talents with advanced thinking skills such as analysis,evaluation and creation are in greater need.Museum has the advantages of rich educational resources and open learning environment,which is suitable for cultivating students'higher-order thinking ability.The museum curriculum is an important way to deepen the educational function of the museum.In recent years,it has gradually attracted the attention of various researchers,but few researchers have explored the thinking development path of students in class from the micro perspective of classroom discourse.Teacher-student dialogue is very important in class.Through the analysis of classroom discourse,we can understand the evolution of the collaborative knowledge construction process of teachers and students and the development path of students' thinking in detail,and then find the entry point of optimizing the curriculum.Therefore,this study studies the teacher-student discourse to explore the characteristics of teacher-student dialogue and the development law of students' higher-order thinking in the museum classroom.This study adopts literature research,field research,content analysis and lag sequence analysis and other research methods.First of all,based on the relevant research of classroom discourse analysis framework and higher-order thinking assessment in schools,and combined with the characteristics of museum curriculum,the framework of teacher-student discourse coding in museum curriculum is constructed,which includes three parts:discourse interaction structure,teacher discourse content and student discourse thinking level.Secondly,10 courses in a science and technology museum were selected as the research samples.The coding framework was used for coding analysis,and three coders coded back to back to ensure the reliability of the research.Thirdly,statistical data analysis and sequence analysis were carried out on the coding results to describe the basic characteristics and paths of the dialogue between teachers and students and the development of students' advanced thinking.Teachers were interviewed and the interview results were taken as evidence for the data analysis.Finally,based on the results of discourse analysis structure,classroom observation and interviews with the museum teachers,the research conclusions are drawn and relevant suggestions are put forward.The study found that,in the museum classroom,teachers dominate the process of teacher-student dialogue and distribute the discourse power;In the classroom,there are five kinds of structures.There are a lot of practice links in the classroom,reflecting the characteristics and advantages of the museum environment;The courses in the education area are more suitable for cultivating students' higher-order thinking than those in the exhibition line.The students show the high-level thinking in class,but the level of thinking and understanding is not balanced.The development of students' higher order thinking is related to the course of class.Appropriate initiation and feedback discourse can maximize the development of students' higher-order thinking.Finally,according to the current situation of museum curriculum development,this paper puts forward four suggestions to promote the healthy development of museum curriculum:improving museum teachers' quality,making effective use of museum education resources,optimizing teachers' discourse strategies and constructing a scientific evaluation system.