The Investigate Of The Junior Middle School Teacher's Classroom Communication Ability In The Main Distracts Of Chongqing

The new curriculum reform in our country are in full swing and have been made great achievements. As the deep of the new curriculum reform, teacher's classroom communication ability has reignited the attentions in educational. Junior middle school students facing the great change in physical and mental, especially the speed of psychological development can't keep pace with the speed of mental development, which makes the junior middle school students facing a great distress. To realize the good communication with junior high school students, junior middle school teacher's communication skills are particularly important. This research want to investigate the junior middle school teacher's classroom communication ability in the main distracts of Chongqing through self-designed questionnaire'the questionnaire of the junior middle school teacher's classroom communication ability'. Based on the present situation of the junior middle school teacher's classroom communication ability in the main distracts of Chongqing ,we give suggestions and opinions, hoping to the junior middle school teacher's classroom communication ability of classcultivation and improve provides reference paths.This research can divided into five parts. The first part mainly elaborate research backgrounds, research problems and research summarize. The second part mainly elaborated junior middle school teacher's communication research design from two aspects: The first aspect is the conception of junior middle school teacher's classroom communication ability, including the define of the junior middle school teacher's classroom communication, the detailed explained of the particularity of junior middle school students, the factor analysis of junior middle school teacher's classroom communication ability and the influence factors and training strategy of teacher's classroom communication ability. Secondly, is the research method of the investigate.clarified the research design on the basis of elaborating in the first hand. The third part are the research process and distraction, mainly elaborated questionnaire issued situation and classroom observation implementation situation. The fourth part for this research results and analysis, making the necessary elaborate and analysis for the results of questionnaire survey and the classroom observation results, at the last expounds the main conclusion of this study. The fifth part are the research inspiration and the cultivating paths of communication skill which based on the conclusion of questionnaire survey and the classroom observation.The main conclusions of this study are as follows:The Junior middle school teacher's classroom communication ability in the main distracts of Chongqing are in a general level, need to be further improved. Junior middle school teacher's classroom communication ability in all dimensions are in a general level. Classroom communication ability and dimensions level does not exist imbalance phenomena;The communication skill of Junior middle school teacher in the main distracts of Chongqing is in a low level, mainly displays in the following aspects: teacher's language is not in standard, the level of design communication scene is low, the teacher's self-monitoring level is low, the ability of teacher's emotion self management and communication relationship are low;The classroom communication ability whoes teaching year above 5 years are higher than that of young teacher's teaching year below five years.And teacher's classroom communication ability is rising as the teaching year increased, five years is the important turning-point;Teachers with college education are higher than teachers with bachelor degree in classroom communication ability;As the survey situation, the class size has altered the large trends before , the medium scale is priority. Teachers of different class sizes do not exist significant differences in classroom communication ability, the significant differences only exists in cognitive dimensions of communication;According the survey situation, teacher's working pressure have been significantly improved, teacher with different work pressures does not exist significant difference;Teachers in the key junior middle school are higher than general junior middle school teachers in communication skills dimension;According to the conclusions, the methods we give to cultivate junior middle school teachers ' classroom communication are as follows:The cultivate content of junior middle school teachers' classroom communication must to be pertinently; The cultivate methods of junior middle school teachers' classroom communication must to be freedly;Make teachers' classroom communication ability into teacher's assessment.