From Alienation To Regression

Discourse has been an important concept in the field of humanities and social sciences, discourse analysis is also much research methods and paradigms of attention. In the education sector, combining multiple disciplinary perspectives discourse analysis conducted studies classroom teacher-student interactions become new methods and breakthrough. Education is a mutual exchange of teachers and students, the process of mutual understanding, interaction, interactive dialogue between subjects to glow classroom with vitality. The alienation of teachers in primary and secondary school dominate the imbalance right to speak, students lost the right to speak and both of them lost the individual right to speak deserves our profound reflection, Highlighting the power of discourse of teachers and students and achieving equality, freedom, honest dialogue is the key to enhance their principal value and meaning of life. This paper attempts to explore the promotion of teachers and students to share discourse constructed through theory construction and practice, including the following sections. The first part is the introduction. This part describes the origin of the study including the practical needs of the new curriculum, the theory of pedagogy, philosophy, sociology and personal research interests. And then, I analyses the theoretical value and practical significance of the study. I also make a preliminary definition of discourse right, discourse right of teachers and students, alienation, return involving in this article. Finally, I introduced the research achievements of discourse between students and teachers, the new ideas and research methods of the paper.The second part is an overview of discourse right of teachers and students.Firstly,I delve into the meaning and characteristics of teacher and student’s discourse right. Finally, discusses types of discourse right within the field of education, including the institutional discourse right, the teaching discourse right, the individual discourse right.The third section describes the main the performance and factors of teacher and student’s discourse right. By Flanders quantitative analysis, classroom observation, interviews and other research methods I presented true state of the current discourse right of teachers and students. With the perspective of teacher-student interaction I analysed the impact of discourse right of alienation and attributed from three external factors such as cultural traditions, education systems, the main factors of teachers and the students.The fourth part explores the regression path of teachers and students’discourse right which unfold in four dimensions of the premise of dialogue, the base of dialogue, discourse content and the discourse mode by changing the concept of discourse, building a good teacher-student relationship, returning discourse content to life and promoting effective ways to share the discourse right between students and teachers.The fifth part is the epilogue that summarizes and reviews the research ideas and research structure, furthermore, it reflects the inadequacies of the paper, and specifies the direction to further study.