On Student Preferences for Disciplinary Discourse in the Context of the Course"Outline of Modern and Contemporary Chinese History"and Its Value in Educational Reform:A Statistical Analysis Based on Survey Research
The teaching and reform of the Outline of Modern and Contemporary Chinese History course is explored from the perspective of discourse analysis.Its uniqueness lies in incorporating political and social relationships outside the classroom into the analysis within the classroom,with discourse existing as an interface between external structural forces and internal participants'wills.The diverse contextual disciplinary discourses are regarded as prefabricated components for external forces to be embedded in the Outline of Modern and Contemporary Chinese History course,serving as the basis for teacher-student discourse interaction.Due to the distinct attributes of different contextual disciplinary discourses,college students exhibit obvious preference for structures and related tendencies.Analyzing and grasping these preferences and tendencies is of great value in promoting teaching reform,improving classroom dialogue,and enhancing teaching effectiveness.
NETL
NSTL
万方数据
