A Study On The Discourse Power Of Teachers And Students In Normal Chemistry Teaching In High School

Teachers' right to speak refers to the influence that teachers have on students through discourse in teaching activities.The teacher's right to speak in the classroom field is embodied in the discourse of the interpretation of established texts and the discourse of daily teaching,which has special and important significance for the entire classroom.The right of students to speak refers to the right of students to express their thoughts,emotions and opinions in educational activities,especially in classroom teaching.It not only includes the right of students to express their true thoughts and emotions through teacher-student interaction,student-student interaction in the course of classroom teaching,but also includes the right of students to express their thoughts and opinions in the form of written results.The ownership of the right to speak in classroom teaching can both reflect the teacher's educational teaching philosophy and reflect the student's subjective status,which affects the enthusiasm of students' participation and the effectiveness of classroom teaching.On the basis of combing the literature,taking the normal course of novice teachers and backbone teachers as the research carrier,the Flanders interactive analysis system is selected as a research tool,and it is adjusted in accordance with the actual situation of modern chemistry classroom dialogues in China.The three primary dimensions of student language,student language,and silent language,and 17 secondary language dimensions form the "Flanders Language Interactive Analysis System." The six new lessons of a novice chemistry teacher and a backbone chemistry teacher in Renqiu No.1 Middle School of Hebei Province were recorded,transcribed,language coded,coded statistics,and data processed,combined with qualitative analysis,from the overall situation,The discourse distribution,I-R-F classroom discourse structure,and the results and analysis of students' subjective consciousness are compared to analyze the teacher-student discourse of novice teachers and backbone teachers in the chemistry normal course.The research conclusions are as follows:(1)On the whole,the language of teachers and students is mainly teaching and answering.(2)There is a difference in the amount of discourse and the type of discourse in the classroom between novice teachers and backbone teachers: novice teachers have more obvious discourse hegemony and abuse in the classroom.The backbone teacher's utterance is within the normal value,leaving a certain utterance space for students.(3)Students' consciousness and ability to grasp discourse opportunities is low.(4)Teachers have an advantage in controlling,transferring and acquiring the right to speak.According to the conclusions,suggestions are made to novice teachers,backbone teachers and high school students.Suggestions for novice teachers:(1)Pay more attention to student behavior in teaching.(2)Strengthening the training language.(3)Deepen classroom teaching reflection.Suggestions for backbone teachers:(1)Optimize teachers' questions.(2)Increase teacher-student interaction.(3)Encourage students to dare to question.Suggestions for high school students in chemistry classroom learning:(1)Improve the language expression ability.(2)Strengthen the initiative of team communication and cooperation.