Study on the Discourse Optimization of English Classroom Teachers from the Perspective of Subject Core Literacy
DOI:
https://doi.org/10.54691/sjt.v5i7.5283Keywords:
English Core Literacy; English Classroom Discourse; Discourse Optimization.Abstract
Subject core literacy is the key goal of English learning in the new era. As a medium of language and education, classroom discourse contains rich humanistic functions and plays an important role in the cultivation of core literacy. However, there are still many problems in the usage of classroom discourse, such as excessive quantity, mechanical repetition, single form of questioning and feedback, etc. These questions are not conducive to the development of the core quality of English subject. Therefore, this paper analyzes in detail the promotion effect of English teachers’ discourse with humanistic functions on students' language ability, cultural awareness, thinking quality and learning ability, and puts forward optimization suggestions on teacher consciousness, content extraction, question design and classroom feedback. This research will be used to improve the quality of classroom teaching discourse and provides some constructive ideas and methods for the cultivation of core literacy of English subject.
Downloads
References
Fen Zhu: Research on In-depth Teaching Model Based on the Improvement of English Core Literacy. Teaching and Administration. (2018) No.30, p. 102-104.
Guanglu Zhang: Effective Classroom Dialogue and the Cultivation of Students' Core Accomplishment. Curriculum, Teaching Material and Method. (2017) No. 3, p. 52-57
Guanglu Zhang: Reconstruction of teacher-student Discourse Interaction Structure Promoting Deep Learning. Theory and Practice of Educatio. 42 (2022) No. 4, p, 58-63.
Guoqiang Liu, Hua Wang: A study on the effect of Multimodal English Classroom Discourse. Journal of the Chinese Society of Education. (2018), p. 188-190.
Lili Guo: The Role of Teacher Discourse in English Classroom Teaching. Teaching and Administration. (2007) No. 36, p. 129-130.
Liqun Xu: A survey on the Question Types of English Classroom Teachers. Foreign Language World. (2010) No.3, p. 60-65.
Ministry of Education of the People's Republic of China. English Curriculum Standards for Compulsory Education (2011 edition) (Beijing Normal University Press, Beijing 2012).
Siqing Li, Jingying Wu, Jialin Bei: Discourse and Core Competence Training of English Classroom Teachers. Journal of Mudanjiang College of Education (2022) No. 1, p. 78-81.
Xiaotang Cheng: Analysis of Classroom Discourse of English Teachers (Shanghai Foreign Language Education Press, China 2009).
Xiaotang Cheng: Thoughts on the Adjustment of Current English Education Policies. Curriculum, Teaching Material and Method. (2014) No. 5, p. 60-66.
Xuemei Xia: Discourse Reform pointing to High-order thinking and Social Development in the Traditional Classroom. Journal of East China Normal University(Educational Sciences). (2019) No. 5, p. 105-114.
Zehang Chen, Qiang Wang and Xiaofang Qian: On the Quality of Thinking and its Development in the Core Literacy of English Subjects. Curriculum, Teaching Material and Method. 39(2019) No. 1, p. 91-98.
Zhengjun Lin, Sha Zhou: A Study on the Types and characteristics of Teacher feedback in Middle School English Classroom. Foreign Language Learning Theory and Practice. 3(2011) No. 3, p. 15.
Downloads
Published
Issue
Section
License
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
How to Cite
