A Study Of Classroom Discourse Analysis Based On The "View Of English Leaning Activities"

With the changes in the requirements of the new curriculum standard for classroom teaching and the advent of the era of education informatization,classroom teaching research methods have also been changed.In order to improve the efficiency of English classroom research under the abundant resources of a large number of classroom teaching videos,constructing a classroom discourse analysis framework based on the "view of English learning activities" is a new attempt and research perspective to analyze classroom discourse.The main contents of this research include: What is the ideal discourse performance of the " View of English Learning Activity" ? How to determine the dimensions,indicators and elements for the construction of the classroom discourse analysis framework? What are the sensitivity indicators in the classroom discourse analysis framework under the " View of English Learning Activity" ?This study expounds the connotation and discourse performance of the " View of English Learning Activity" through text analysis to provide a basis for the construction of the classroom discourse analysis framework;a trial construction of the classroom discourse analysis framework by drawing on classic classroom observation frames and real English classroom discourses;And the interview method was used to revise and perfect the analysis framework of the trial construction,and the STN classroom discourse analysis framework of "three dimensions fourteen indicators forty-six elements" is been constructed.Finally,the case study method is used to analyze and study the four classroom records,to explore the characteristics of the English classroom teaching discourse of "view of English learning activities",and to find the sensitivity indicators of the STN classroom discourse analysis framework.There are three conclusions: First,the STN classroom discourse analysis framework has been constructed,which contains three dimensions fourteen indicators forty-six elements.This framework includes two parts,the content system and the coding system.It also explains the reliability and validity of the analysis framework and the operation process.Second,it clarifies the four characteristics of the discourse of high school English classroom under the "view of English learning activities".Among them,the discourse mode of "teacher’s question-student’s answer-teacher’s evaluation" is the basic mode of high school English classroom discourse under the "view of English learning activities".Third,the sensitivity indicators of the STN classroom discourse analysis framework under the " View of English Learning Activity" include seven indicators and twenty elements in three dimensions.Implementing the " View of English Learning Activity" in classroom discourse needs to clearly reflect the sensitivity index of the analysis framework.Through the analysis of classroom discourse based on the "view of English learning activities",on the one hand,this study provides theoretical foundation and analysis tools for the later study of classroom discourse under this concept;on the other hand,it helps to diagnose and improve teacher-student discourse in English class,increase the discourse interaction between teachers and students,and provide a research basis for the practical implementation of the " View of English Learning Activity" in classroom teaching.