Junior High School Language Classroom Language Session

The classroom teaching of Chinese is always the focus of research by our educational theory workers. Over the past decade with the education efforts of scholars, the results of Chinese teaching language are very rich. However scholars with Chinese teaching language research focused on teacher language input and classroom teacher-student communication activities, etc. Few scholars now analyzes the problem about the classroom discourse models, the amount of teacher-student discourse, the teacher's questions and feedback in junior middle school classroom language. The classroom discourse research is small and also lack of empirical research. So, this paper tries to do an empirical survey and analyze the teacher-student discourse in the middle school class teaching.Sinclair and Coulthard studied and made the investigation about the teachers and students' discourse in the elementary school classroom. They proposed IRF classroom discourse structure mode. Domestic scholar Li Yue'e (2002) based on the analysis about the first grade oral class of college English department and concluded IRF,IRFR,IR [I1R1(I2R2)] F,IR1F1/R2F2, the four classroom discourse structure modes. This paper will be based on the four classroom discourse structure models to analyze the material we selected, conclude junior middle school language classroom discourse structure models, and study the differences about the practice teachers, general teachers and super teachers in classroom discourse structure models. And on the basis, we can make a contrast analysis from teacher's words amount, the teacher's questions and feedback manners, put forward some constructive suggestions for junior middle school language teaching.The results of the analysis show that, IRF discourse structure model is still the main teaching structure model in the middle school Chinese classroom. In addition, based on the IRF discourse structure model we derived out IRF-IR structure, I(R)-I2(R)-I3(R)......IN-R-F structure, IRs1/Rs2/RsNF structure, IR [I1R1(I2R2(INRN))]F structure, IR1F1/R2F2/RNFN structure and I1R1F1/I2R2F2/INRNFN structure. In the above structure models sometimes maybe appear and lead sequences or insert sequence. By the comparative analysis we can see that the class discourse session structure which the general and practice teachers used is usually very simple, while the super Chinese teachers' class session structure is usually very complicated. And compared with the general teachers and practice teachers, super Chinese teachers' words amount is less often, super teachers raise more referential questions, and the super teachers' feedback manners not only pay attention to the students' learning process but also give attention to students learning process emotions, attitudes and values, and other factors particularly.On this basis, we suggest that the teacher should loose the classroom teaching control in the teaching process, and try to create a free, equal teaching atmosphere. In the course of solving problems the teacher should try to increase the questions wheels. While asking questions, appropriately increase the proportion of referenced problems. For students'answers of the questions, teachers should try to use positive feedback mode, the teachers' feedback in the way care for students' answer problem of content. At the same time they should attach importance to students learning process emotions, attitudes and values, and other factors.