A Study On The Imbalance Of Discourse Power Of Both Students And Teachers In A Junior High School Chinese Class

After the requiring of innovation and self-motivation development of the students by the ‘New Teaching Reform’,the subjective positionoccupied by students in Chinese class has drew the attention of the educators.Nonetheless,some problems in class are noted,such as the supremacy of the discourse of teachers over that of students,the dramatic enhancement of student discourse power and the marginal power of teaching discourse.The global research on the discourse power of students and teachers tell a long story,and the outcome of it turns out to be remarkable.The number of domestic researches is large,most of which,however,are conducted in terms of pedagogy,sociology or philosophy.In this thesis,a research on the imbalance of the discourse power between teachers and students will be performed,involving mainly communication,and other theories,and centers at the discussion of the imbalance and the seeking for reconstruction methods.Classroom teaching is essentially propagation,and thus the transmitter,known as teachers,the receiver,namely the students,and the approach of propagation effect assessment together make contributions to the imbalance.Due to the‘gate-keeper’ role the they are playing,teachers dominate the power of discourse and underestimate the importance of ‘agenda setting’,and hence give rise to the imbalance.On the other hand,junior high school students cause the imbalance.Generally speaking,these students are liable to silence in class,because they are exclusively cautious on mistaking and lose their spine in challenging teaching authority,In addition,the simplicity in approach of propagation effect assessment,which judges the discourse power of students and depends merely on their marks,leads also to the imbalance.To build the discourse power of students in class,the transmitters in education area should put on their responsibilities,given by the ‘gate-keeper’ role they play,and stay in charge of the propagation feedback.Correspondingly,students are supposed to overcome their fear,stay out of the common silence,and to challenge teaching authority.It is necessary in building harmonic student and teacher discourse power that teachers keep their teaching concept updated,take a varity of teaching methods,promote the speciality of their students,to put ample time in guiding the mindset of students,to make the evaluating discourse clear in their minds,and mostly to get a knowledge about the practically appropriate means to tackle the imbalance.In this preliminary stage,teachers should engage themselves in the essence and discipline of the Chinese classroom teaching,improve their manners and behaviors.As consequence,the classroom teaching outcome can be improved,an open Chinese class with vitality would be built,and the comprehensive development of students is raised.