Investigation Of Students’ Discourse Power In Rural Classroom Field

The discourse power of students in class is not only the manifestation of the main value of students in class,but also an important reference for the relationship between teachers and students in class.In recent years,the state has vigorously advocated the participatory,inquisitive and heuristic classroom teaching model,advocated equal interaction between teachers and students,and created a lively,free,open and equal classroom space for communication.However,in the actual rural classroom field,policy implementation is more of a formal reference.Rural classrooms are still dominated by the interactive mode of "teachers speak-students listen",and students’ real discourse is blinded by teachers’ authority.Even if some students speak actively in class,they only copy teachers’ words and transmit the consciousness of others,which is not conducive to the formation of sound personality of rural students,nor to the high-quality development of rural education.Therefore,it is necessary for us to deeply investigate and analyze the situation of students’ right of discourse in rural classrooms.According to Foucault’s discourse power theory,this study defines students’ discourse power as the qualifications and opportunities for students to express their thoughts,feelings and values through language in the classroom field,as well as the influence and control of students’ discourse on teachers and other students during classroom interaction.Combining classroom observation method,questionnaire survey method and interview method,this study investigated two rural middle schools in X County,Jiujiang City,Jiangxi Province.It adopted self-compiled scale,used ITIAS model and GSEQ software to analyze the data,and carried out the investigation mainly from four aspects: the total amount of discourse between teachers and students in class,the types of discourse between teachers and students,the fluidity of discourse in class and the difference of students’ discourse power.The results show that there are some problems in rural classroom,such as students’ bias to silence,students’ discourse distortion,students’ discourse weakness and students’ discourse injustice.Based on Bourdieu’s field theory,it is concluded that the material space shackles,mental space discipline and relationship space oppression in rural classroom field are the main reasons for students’ silence.Rural teachers have strong conservative and inheritable habitus,lack of endogenous motivation for professional development,and rural classroom highlights instrumental rationality to prepare for leaving agriculture for examination,all of which will cause the distortion of students’ classroom discourse.The restriction of local etiquette and custom culture leads to the alienation of teachers’ authority.The implied tendency of urbanization in rural classrooms leads to the inferiority of rural students.Therefore,students are in a "low position",which reflects the problem of students’ weak discourse.Rural family capital shortage and rural classrooms pay too much attention to students’ explicit capital,ignoring the potential development of students,which leads to students’ classroom discourse injustice.Based on theoretical analysis and practical discussion,this paper believes that the following four aspects should be used to solve the problem of students’ right of discourse in rural classrooms.First,in view of the problem of classroom silence of rural students,rural classroom space should be reconstructed,more free and open dialogue elements should be incorporated into the material space,harmonious,democratic and people-oriented cultural essentials should be created in the spiritual space,and promote the establishment of equal power relationship between subjects in the classroom in relation space.Secondly,in view of the distortion of classroom discourse of rural students,we should reshape the habitus of rural classrooms,improve teachers’ professional quality,enhance teachers’ professional identity,highlight the classroom value rationality,and clarify that the purpose of classroom is liberation.Thirdly,in view of the problem of poor classroom discourse of rural students,we should balance the field position,dissolve the hegemony of teachers’ discourse,construct the equal dialogue relationship between teachers and students,strengthen the construction of rural curriculum,and enhance students’ discourse confidence in class.Fourth,in view of the unfair classroom discourse of rural students,we should adjust the role of capital,strengthen the participation of rural parents in education,change the traditional education concept,explore the advantages of each student,and create more channels for the strong.