The Research On The Discourse Authority In Junior School Classroom And Its Influence On Teaching

With the expansion of students’ access to knowledge from a single school classroom to various information platforms,the authority of teachers is challenged.However,the "three-stage" dialogue teaching between teachers and students is still popular,and the fact that students repeatedly signaled but missed the treatment and eventually died because they never had the opportunity to speak also made us amazed at the humble status of students in the classroom.In order to diagnose the problems of teachers and students’ discourse in junior high school mathematics classroom and provide some reference for improving the level of classroom discourse teaching,this paper studies the authority of junior high school mathematics classroom discourse and its influence on teaching.In this study,the classroom teaching records during the internship and the video clips on the education platform of "One Excellent Class for One Teacher" are used as materials,and the classroom discourse is transcribed into texts according to Jefferson’s transcription rules for analysis.Based on the authoritative structure model of junior high school mathematics classroom discourse put forward by foreign scholar David Hebbel(2014),combining the characteristics of classroom discourse in China and the position and space conveyed by language model,the authoritative structure framework of junior high school mathematics classroom discourse is established.This paper explores the effectiveness of discourse authority in classroom teaching and learning from different teaching tasks and teaching methods,and explores the effectiveness of discourse authority in classroom environment construction from two dimensions: teacher-student relationship and teaching culture.Through research,the following conclusions are drawn:(1)The discourse structure,vocabulary expression and modality choice of classroom discourse,and the description mode,discussion mode,instruction mode and inquiry mode of classroom language position the discourse authority into four types: the teacher’s personal discourse authority,the inevitable discourse authority of mathematics discipline,the implied authority of classroom norms and the free latitude discourse authority of students.(2)In the new teaching,the teacher personally decides the main points,difficulties and mistakes;In the review class,the flow of mathematics professional knowledge orientation is the driving force for the interaction between teachers and students,and students’ position in mathematics knowledge can open up the discourse space;In the activity class,teachers and classroom norms will manage students’ behavior activities,and students’ freedom will be released in group cooperation and competition.In the teaching of direct teaching method,the teacher puts forward the topic from the personal standpoint and explains the content from the standpoint of mathematics professional knowledge;In question inquiry teaching,classroom norms and teachers manage classroom order in the process of question inquiry,and the inquiry results indirectly show students’ cognition;In cooperative inquiry teaching,teachers’ personal words dominate the core of reasoning,and the process of knowledge induction and display is carried out under the authority of mathematics knowledge.(3)In the classroom dominated by teachers’ personal discourse authority,the relationship between teachers and students is unequal;Teachers and students enjoy equal opportunities to express their discourse positions in the interaction led by the inevitable discourse authority of mathematics discipline;Classroom norms imply the interaction led by authority,and the relationship between teachers and students is management;The interpersonal relationship led by the authority of students’ freedom latitude is an equal relationship in personality and value,but this relationship only exists among students’ peers in class.Teachers’ personal discourse authority will lead to the formation of teachers’ hegemonic teaching cultural environment;The inevitable authority-led teaching of mathematics discipline will form the mainstream culture of rational thinking,and the implied authority-led teaching of classroom norms will form a repressive cultural atmosphere;The development of students’ freedom makes the classroom form an open and active teaching culture.Finally,some suggestions are put forward to improve the effectiveness of classroom discourse: awakening students’ subjective consciousness and establishing identity self-confidence;Guide students to think critically and improve their critical thinking ability;Strengthen the degree of discourse coupling between teachers and students and build a democratic discourse atmosphere.