On Conversational Structure Of Class Teacher-Students’ Information Interaction

The realization of thoughts, meaning and logic in teaching relies on speech basically and are explicated and realized by speech. Speech reflects the code of conduct under certain thought and ideological conditions; meanwhile, it reflects the sensibility and attitude among communicational subjects. With the implementing of New Curriculum Reform concepts and the development of teaching professional reform, as the explicit carrier and reflection of implementing results for current teaching concepts reform, teacher-students’conversational interactions in teaching field become an insurmountable issue in the educational domain. Moreover, it is observed that conversational structures are the key to class teacher-students’conversational interaction researches. Therefore, from the pragmatic perspective, applying conversational analysis approach, this study carries out researches upon conversational structures in common class teacher-students conversational interaction of senior grade (grade4-6) in provincial key primary school. From three perspectives i.e. conversational structures, conversational processes and conversational results of teacher-students’informational interaction, this study are intended to inspect way and level of teacher-students’interaction and the problems come into emergence in the process of information interaction in the current primary class.Research objects of this dissertation are a collection of72regular lessons on the spot, which are made into video transcriptions. After repeated watching, the author selects four primary Chinese lessons and four primary math lessons according to the rules of new lessons. Moreover, conversational sample videos of those lessons are transcribed into texts and aided by a selection of cyber videos and the research is carried out. Based on the research of fundamental units of conversations:sentences, paragraphs and discourses, class conversational structures are classified from three perspectives:conversation commencement, conversational transformational processes, and evaluations of conversational results, and then, a feasible class conversational analyzing structure come into shape. Guided by this structure, corpora analysis is carried out. Then based on researches of conversational features of teacher-students informational interactions, conversational structure distinctions of different courses and feedback-models of informational interactions, findings are put in four aspects as follows:i) As far as conversational quantities concerns, there is a high frequency for teacher-students conversational interaction, teacher and students extend favorable enthusiasm for conversational involvements. However, from the perspective of conversational distributions, conversational utterances of teachers are much more than that of students. Teachers dominate class conversational tendency, independent commencements of conversation by students are rare. Viewing from expressing way of conversations, it is observed that central model for conversation production is’Question-Answer’model. In most cases, it is the teacher not students that play the role of raising questions, meanwhile, it is found that teachers are prone to try distinctive way of questioning, however, those questions are low-level thinking in most circumstances, ii) In aspect of conversation transition and transformation, there are five common question-raising approaches in current primary class i.e. direct transition, nominating transition, transition aided by transitional words, transition aided by sentence patterns and transition aided by conversational contents, iii) In the aspect of conversational structure models,’Question-Answer’model runs through the entire class teacher-students informational interactions. As far as different courses concerns, conversational structures of math lesson are developed in four procedures i.e. question-raising, analyzing and interpreting, deducing and verifying, summarizing and applying; conversational structures of Chinese lesson go along the circle of’conductingâ†'nominatingâ†'verifying(feedback)â†'reviewing’.iv) From the perspective of feedback results, teacher’s inspirations, students’self-correction, teacher’s complement without prompt correction are common in current primary class and all the three approaches are effective.Furthermore, two instructional problems lie in the process of teacher-students conversational information interaction in current primary class. First, conversational expressing are lacking of production approaches, and there is an unbalance in the number of participative subjects. Second, teacher-students’conversational models are unitary and short in personalities and unique characteristics.On all accounts, this study is a tentative exploration into conversational structure of class teacher-students’information interaction in primary class. The researcher hopes that the findings of the study can reveal the issues of conversational features, conversational models and conversational feedback results in the process of teacher-students informational interactions of the current primary class etc. It is hoped that this study can provide congenial instructional approaches for primary class teaching and can make some improvements for further primary class teaching.