The Performance of Teachers in Quality Courses: An Analysis of the Characteristics of Chinese Teachers' Discourse

Abstract

The sociocultural theory holds that language has the intermediary role of communication and thinking. Teacher discourse is not only the main medium of classroom interaction, but also reflects the teacher's teaching philosophy and thinking. Therefore, this study is based on the teacher's discourse. The behavior is qualitatively analyzed, combined with natural language processing methods and data mining techniques, to explore the teaching interaction mode and teaching methods in Chinese quality curriculum, in order to provide guidance for the reflective practice and professional development of the general teacher group.Firstly, the teacher discourse evaluation framework (SETT) is used to encode and to analyze the teacher discourse in the 16 high-quality courses. Then use the lag sequential characteristics analysis method to explore the significant of the teacher's teaching interaction behavior mode switching.The results of the study show: (1) The main role of Chinese teachers is changed from classroom instructors to classroom managers (2) The characteristics of the subject interaction model are obvious, pointing to Skills and systems goals.