Study Of Discourse Interaction In Middle School Chemistry Classrooms From The Perspective Of Pedagogical Equity

Equity in education is both a theoretical exploration of the main contradictions in China’s education and a realistic answer to the people’s strong demand.However,educational equity should not remain only at the macro regulation of resources by policies,but should be implemented in the bilateral activities of teaching and learning,which directly affects students’ lifelong development from the root.Current researchers have tried to elucidate teaching equity from different disciplines,among which discourse as the main medium of education is an important means to show the phenomenon of teaching equity and inequity.Therefore,an empirical analysis of the equity characteristics of discourse interaction in middle school chemistry classrooms is not only in line with the current trend of international education research,but also an urgent need to deepen the effective teaching and learning reform in chemistry classrooms.Therefore,the research questions include:first,what kind of connotative essence and analytical framework does the equity of classroom discourse interaction have? Second,what is the performance of equity of discourse interaction in middle school chemistry classrooms in teaching practice activities?Third,what breakthroughs can middle school chemistry teachers seek in strategies to promote equity in teaching and learning?The study firstly analyzed the core concepts of “equity in teaching” and “classroom discourse” from domestic and international studies,and initially identified a framework for analyzing and coding the discourse interaction in middle school chemistry classrooms from the perspective of equity and its corresponding discourse analysis tools based on existing studies.Second,we randomly selected six new middle school chemistry teachers’ regular classroom videos,collected data through classroom observation,and applied the analysis framework to coding and discourse analysis,in the process of improving and refining the analysis and coding framework of discourse interaction in the middle school chemistry classrooms from the perspective of equity.Then,the formal framework was applied to characterize the equity performance of 50 new middle school chemistry teachers in their chemistry classrooms.Finally,we summarize and answer the research questions,give targeted research insights and reflections,and further propose future directions for the study.The findings of the study include the following five aspects: first,a framework for analyzing and coding discourse interaction in middle school chemistry classrooms from the perspective of equity was constructed by integrating theoretical and practical approaches,and the framework was used to conduct a multi-case analysis of the equity characteristics of discourse interaction in middle school chemistry classrooms.Second,the empirical study found that teachers’ discourse plays a decisive role in students’ resource acquisition and achievement performance at the linguistic level;third,the empirical study found that the depth of teacher-student interaction based on chemistry problems plays a dominant role in the equity of students’ resource acquisition and achievement performance at the meaning level;fourth,the empirical study found that teacher-student interaction patterns play a critical role in classroom power transfer and teacher-student identity construction at the cultural level.Fourth,the empirical study found that teacher-student interaction patterns play a key role in classroom power transfer and teacher-student identity construction under cultural dimensions.Fifth,in order to solve the problem of equity in middle school chemistry classroom discourse interaction,teachers should steadily improve students’ access to resources with the open interaction model as the focus,promote students’ achievement performance with the entry point of students’ vocal thinking,improve the distribution system of classroom power with the loosely coupled structure as the starting point,and pay attention to students’ micro-identity development and identity with the social role effect as the anchor point.