The Effect Of Teachers' Classroom Discourse On High School Students' Entropy Learning

Teachers' classroom discourse is the main carrier to output knowledge in the classroom.Based on the four dimensions of LCT theory and the index of each dimension,the revised "High School Teachers' Class Discourse Scale" is used to measure teacher classroom discourse characteristics and gifted students' cognition level of high school chemistry teacher classroom discourse.Classroom attention refers to the ability of students to focus on classroom teaching activities.Based on the classroom attention component model proposed by Knudsen,"High School Chemistry Classroom Attention Scale" was revised to measure students' classroom attention.The "Entropy Concept and Applied Knowledge Test" is used to measure the understanding of "entropy" concept of gifted students.The structural equation model was established to explore the relationship between teacher's classroom discourse,student classroom attention,and academic achievement.The "Outline of Teacher Class Discourse and Student Class Attention Interview" was developed to research teacher classroom discourse and student classroom attention by case interviews and verify model paths.The results of this study are as follows:(1)Gifted students have different gender and competition backgrounds in cognition of teachers 'classroom discourse.The symbolic,abstract and theoretical discourse understanding of male subjects was better than that of female subjects.Participants with a competitive experience have better ability to understand abstract utterances.(2)Gifted students' classroom attention has differences in gender and competition background.Male subjects were more dominant in stimulus filtering and competitive selection.The experience of competition can easily cause the attention component to be transformed from salience filters to working memory.(3)Gifted students' classroom attention plays a mediating role between teachers' classroom discourse and academic achievement.Symbolic discourse can positively affect academic achievement,abstract and fragmentary discourse can negatively affect academic achievement.(4)Teachers can improve students' classroom attention by improving the discourse component of the classroom and using auxiliary measures.