Middle School Russian Classroom Teachers Explain The Empirical Research Of Discourse

Teacher’s explain is one of the most frequently used,most effective teaching methods in delivering knowledge to students in middle school Russian teaching.It directly defines the cultivation of students’ ability to understand language knowledge and to speak Russian,which also influences students thinking pattern and logical ability.In field observation of middle school Russian class,we have found that teacher’s explain has many problems that form a gap as comparing with the teaching and cultivating goals.Therefore,the paper will use language meta-function theory,cognitive learning theory and constructivist learning theory as foundations and adopt classroom observation,recording transcription,explaining discourse record and other research methods to do a comparative research on teacher’s explain between novice teacher’s and expert teacher’s,aiming to propose constructive advice and help improving the teaching quality in middle school Russian teaching.This paper has six parts.The first part will introduce the research background,research purposes,research objects,research question,research methods and innovation part.The second part will elaborate the relative researches at home and abroad,and give a conclusion.The third part introduces related knowledge in linguistics,psychology and pedagogy,which will support the researches in this paper.The fourth part will define related concepts in this research,and determine the empirical research category of teacher’s explain.The fifth part will elaborate the research methods,design situation and analyze the recording data and teacher’s explain in class.The sixth part gives research conclusions on the basis of data analyze and proposes advice for Russian teaching.