A Study On The Analysis Of High School English Teachers’ Question And Answer Discourse From The Perspective Of Deep Learning

Teachers’ question-and-answer discourse is an important part of how English teachers arrange and organize English classes.What students learn is closely related to the teacher’s Q& A discourse and the way the English classroom is organized.However,a large number of high school English classrooms are still influenced by test-oriented English thinking and suffer from low interactivity,single form of discourse,lack of depth of discourse,and low quality.Deep learning provides a new perspective for solving the pain points of English teaching classroom discourse,which is important for implementing the core competence of English subject,transforming teachers’ philosophy and teaching style,and promoting the curriculum reform to a deeper development.The research questions of this study include: 1.How to build a framework for analyzing the English teachers’ Q & A discourse from the perspective of deep learning? 2.What is the current situation of English teachers’ Q & A discourse in high school from the perspective of deep learning? 3.How to improve the quality of English teachers’ Q & A discourse in classroom from the perspective of promoting deep learning?This study elaborated on the "contingent" characteristics of classroom Q & A discourse from the perspective of deep learning,and provided a basis for constructing an analytical framework for teachers’ Q & A discourse;a trial construction of an analytical framework for classroom discourse was conducted through drawing on the classical classroom observation framework and referring to real English classroom discourse;the trial construction was revised and improved by using the interview method;and then a final framework including "three dimensions,eight indicators and thirty-three elements" was formed for the analysis of teachers’ Q & A discourse.Finally,a coding analysis of 20 lessons was conducted through the case study method and content analysis method to investigate the current situation of English teachers’ Q & A discourse in the classroom from the perspective of deep learning,and suggestions for improving the quality of English teachers’ Q & A discourse from the perspective of promoting deep learning were proposed.The final results of this study include three aspects.Firstly,a framework for the analysis of teachers’ Q & A discourse was constructed,which includes "three dimensions,eight indicators and thirty-three elements",in which the three dimensions refer to teachers’ Q & A discourse,students’ discourse directly related to teachers’ Q & A discourse,and teachers’ and students’ participation in the construction of English conclusions;It is worth noting that although the subject of this study is teachers’ discourse,the direct targets of teachers’ Q & A discourse in the classroom are students,and students’ discourse is the external manifestation of whether teachers’ Q & A discourse can facilitate in-depth learning.Therefore,the dimension of ’student discourse’ was included in this study.the eight indicators include teachers’ questions,teachers’ answers,students’ response level,students’ questioning level,constructed entirely by teachers,constructed entirely by students,co-constructed by teachers and students but teacher is the main character,and co-constructed by teachers and students but student is the main character.Secondly,the current status of high school English teachers’ classroom question-and-answer discourse from a deep learning perspective was found.On the whole,high school English teachers generally attach importance to the role of teachers’ question-and-answer discourse in teaching and learning and in students’ development,and they are able to inspire students’ thinking and encourage students’ participation in class through questions and answers,but there are still many problems.Firstly,in terms of teachers’ questions,they often ask questions for the sake of asking questions,mostly at a lower level of thinking,and the quality of the questions is not guaranteed,and the questions do not serve to diagnose teaching and learning,promote students’ understanding,digest knowledge and develop their thinking.Secondly,in terms of teachers’ answers,some teachers tend to be more procedural in their classroom answers,ignoring students’ real needs;teachers’ motivational answers to students’ responses are single and general,and teachers cannot trigger further communication without praising students’ performance,thus failing to promote the deeper development of students’ thinking;some teachers’ replies to developmental questions are unreasonable and may discourage students.Some teachers do not use developmental suitably,which may discourage students from participating in classroom questioning;some teachers still use neutral answer frequently without further processing students’ responses,which may greatly sap students’ enthusiasm for participating in class;teachers use less reorganisation answer,which is not conducive to students’ clarification of the focus and direction of questions,and students’ thinking may be blocked,which is not conducive to further thinking.As a result,student discourse is dominated by low cognitive level responses and questioning;English conclusion construction is dominated by teacher-dominated co-construction of English conclusions by teachers and students.Thirdly,suggestions were made to improve the teacher’s question and answer discourse from the perspective of deep learning: change the educational philosophy and implement deep teaching;ask questions at multiple levels to promote multi-directional student-student interaction;lead thinking with main questions and avoid a proliferation of questions;use reasoning and answers in an integrated way to improve the quality of interaction;guide students to ask questions and encourage student participation.