Discourse Change in Traditional Chinese Classrooms for Higher Order Thinking and Social Development

doi:10.16382/j.cnki.1000-5560.2019.05.009

Abstract

Abstract: Classroom discourse is the core of classroom reform. One of the characteristics of traditional classrooms is teachers' control of dialogues in the classroom, which is manifested in IRE. What classroom discourse is needed to promote students' higher order thinking and social development? This paper explores the profound changes in the structure, content and function of the classroom discourse in the last 20 years. It then describes the breakthroughs in this field, which allow students to engage in academic discussions and dialogues, and make discourse a social norm rather than just passing on knowledge. Based on these findings, this paper takes the course of discourse design in reading classroom as an example to explore the possibility of discourse reform in traditional classrooms.

Key words: classroom discourse, classroom change, higher-order thinking, social capability

Xia Xuemei. Discourse Change in Traditional Chinese Classrooms for Higher Order Thinking and Social Development[J]. Journal of East China Normal University(Educationa, 2019, 37(5): 105-114.

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