课堂话语是一个重要的研究领域,因为它是来自受试者的信息传输的媒介的课程,学校和老师的学生。也是个人利益由于教学经验的,市内的一所学校,其人口是高于国家平均水平的学生的家庭从较低的社会经济区域的国家,大多数的学生有权免费校餐。从对话与这些学生在教室里(包括单独和协作上下文),我意识到,有一个明显的对比双方所使用的话语。偶尔出现问题的学生最终声明中已经表达了自己的重演。将密切关注这方面的应答,它对课堂话语的重要性强调在这一块的工作。进一步的问题起源于这种经历相关访问这些学生不得不被教的课程。相关的,重复的学生表现出缺乏理解的语言,而不是被教导的价值内容。的话语是这些学生的课程学习的障碍吗?当然如果学生不能理解老师(同样,如果老师不能了解学生),学习必须受到阻碍。我的意图是分析这些差异,理解话语之间的联系,这个特殊的身份和文化资本的人口的学生,学校的话语,这些差异的重要性。
新西兰环境研究代写论文:课堂话语
Classroom discourse is an important area of study because it is the medium by which information from the subjects is transferred from the curriculum, schools and teachers to the pupils. It is also of personal interest due to experiences of teaching at an inner city school, whose population consisted of an above national average of pupils from families from a low socioeconomic area of the country, with the majority of pupils entitled to free school meals. From dialogues with these pupils (both individually and collaboratively in the classroom context), I realised that there was a distinct contrast in the discourse used by both parties. Occasionally questions arose from pupils that were ultimately a recapitulation of a statement already expressed by myself. This aspect of revoicing will be scrutinised, and its importance to classroom discourse emphasised in this piece of work. Further questions arising from this experience related to the access these pupils had to the curriculum being taught to them. It was pertinent that the repetition by the pupils showed a lack of understanding of the language used rather than of the value of the content being taught. Was the discourse of the curriculum an obstacle to the learning of these pupils? Surely if the pupil cannot understand the teacher (and equally if the teacher cannot understand the pupil), learning must be impeded. It is my intention to analyse these differences and understand the links between discourse, identity and cultural capital of this particular demographic of pupil, the discourse of schools, and the importance of these differences.
