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2017-05-17 发布于浙江
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On the hegemonic discourse of teachers and teacher-student relationship.doc

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On the hegemonic discourse of teachers and teacher-student relationship

On the hegemonic discourse of teachers and teacher-student relationship Abstract In China’s current classroom teaching, teachers and firmly holds the right to speak. Hegemonic discourse of teachers teaching to the reality of the harm is very serious, which led to student teachers, the absolute obedience and blind superstition, so that classroom teaching should be to some extent lost the vigor and vitality, suppressed the curiosity of students, self-confidence and imagination, and deprive students of the skeptical and critical and creative spirit, so that students as a knowledge of the “receiver.” For the development of students, classroom instruction calls for the return of student body awareness, students need to have the right to classroom discourse. Teaching should be between students and teachers, student exchanges between the interaction and common development. In addition, the characteristics of physical and mental development of students also determines whether it is in the cognitive or emotional aspects, students need the guidance of teachers and care needs and spiritual teachers of communication and exchange. Teaching process should be a human soul between the overall process of dialogue, is an educational interaction between the main body, mutual exchanges, mutual communication and understanding process. Hegemonic discourse of teachers in this study to examine and analyze the present situation, from the perspective of improving the teacher-student relationship, addresses the reality of the situation, put forward the hegemonic discourse of teachers and teacher-student relationship reconstruction digestion prerequisite, basic, means and goals. First of all multi-author collection of domestic and foreign research students and teachers the right to speak, as the theoretical support of this study. Secondly, the use of classroom observation and interviews, in-depth real classroom teaching practice, surveys of teachers currently teaching in the status o