An Analysis Of Classroom Teacher-Student Discourse From The Perspective Of Dialogue Resonance

As an important part of Chinese classroom,teacher-student discourse plays a vital role in teachers ’ understanding of their own teaching situation and mastering students ’ learning situation.So paying attention to the phenomenon of teacher-student dialogue resonance can effectively promote teaching and promote efficient communication between teachers and students.This article starts with the ’ one-to-one ’ online teaching,with the help of Du Bois ’ dialogue syntax theory,combined with discourse analysis,a detailed description of the speech acts of teachers and students in intermediate Chinese classrooms.The author will analyze the classroom teacher-student discourse resonance phenomenon from three aspects:vocabulary,grammar and culture teaching.In addition,in order to further study the dynamics of classroom discourse and show the whole picture of classroom discourse behavior,the author uses Du Bois’ s stance triangle model to analyze the types of resonance generated by teacher-student dialogue.Finally,by observing the resonance and classification of teacher-student turn-taking,we can find out the teaching strategies based on this theory,and put forward better teaching modes and teaching suggestions.It provides first-hand data materials for future Chinese teaching research from the perspective of dialogue syntax and provides help for teaching workers.The study found that:(1)There are a large number of repetitions and overlaps in the classroom teacher-student discourse.Based on the description of corpus and cross-sentence map,the author selected 9 classroom teacher-student dialogues in vocabulary,grammar and culture teaching,and found 14 resonance phenomena.(2)In the context of teacher-student interaction,classroom discourse can be divided into the following seven types of resonance according to the function:retelling,questioning,answering,continuation,confirmation,revision and identification.The analysis shows that in the classroom teacher-student discourse,the emergence of dialogue resonance can promote students to absorb and understand new knowledge,and also strengthen the communication between teachers and students.Different types of resonance play different classroom functions and have practical significance.(3)Finally,combined with the type of resonance,from the micro performance model found that teachers teaching strategies,put forward some macro guiding principles.In the context of teacher-student interaction,classroom teacher teaching strategies include conversion strategy,repetition strategy,analogy strategy,co-construction strategy and correction strategy.Different teaching strategies can be well reflected in specific resonance types.The analysis shows that in classroom teacher-student discourse,teachers ’ rational use of strategies can promote the emergence of dialogue resonance,promote students to absorb and understand new knowledge,and also strengthen the communication between teachers and students.