The Quantifying Study On Teachers' Nonverbal Behavior In Classroom Instruction

The meaning of nonverbal behavior can be comprehended in a broad sense or in a narrow sense. In the same way, teachers' nonverbal behavior in classroom instruction can be understood in a broad sense and a narrow sense. In a broad sense, teachers' nonverbal behavior in classroom instruction not only means body movement and posture which is from teachers' body itself, but body movement and posture which is from something stick to body such as clothes etc.; while in a narrow sense, teachers' nonverbal behavior in classroom instruction simply means body movement and posture which is from body itself, mainly including head movement, gesture, facial expression, etc. It had important theoretical sense and practical sense to probe into teachers' nonverbal behavior in classroom instruction. Theoretically, the study will promote study of non-intelligence factor in the course of instruction; deepen and improve the study of instructive association; carry the microcomic study of teachers' behavior in instruction forward. Practically, the study will be beneficial to renew teachers' concept of attainment; contribute to the entirety reformation in classroom instruction; be beneficial to the educational training of pre-job and professional teachers.The study on teachers' nonverbal behavior in classroom instruction is based on human nonverbal behavior in classroom instruction study. Though people had started to pay close attention to human nonverball behavior in ancient times, thescientific research on nonverbal behavior began in modern times. Since 1950s the study on nonverbal behavior had been gradulally connected with specific vocations, including vocation of teaching. More than ten years ago, the research abroad on teachers' nonverbal behavior in classroom instruction had reached some high level. Researchers on nonverbal behavior in China before 1980 were influenced by the study on linguistics; hence studies on teachers' behavior in classroom instruction rarely contained teachers' nonverbal behavior in classroom instruction. Since 1980 the effect of teachers' nonverbal behavior in classroom instruction was gradually considered in Chinese education and instruction. Scholars in China laid stress on introduction and interpreting works written by foreign researchers. Besides, they started to probe into teachers' nonverbal behavior in classroom instruction. Three types in studying teachers' nonverbal behavior in classroom instruction are listed as follows: copy the conclusion of the nonverbal behavior in classroom instruction study in anthropology and psychology; use for reference the conclusion of the study on nonverbal behavior in classroom instruction in other vocations; develop the characteristic study on teachers' nonverbal behavior in classroom instruction. What we should confirm is that the former study on teachers' nonverbal behavior in classroom instruction had made some achievement, some of which were perspective. For example, some principles which most of scholars approved of in the demand of teachers' nonverbal behavior in classroom instruction are as the following: principles of common will between teachers and students; principles of respecting students out of good will; principles of coordination without inconsistence; principles of controlling to a certain extent; principles of best arranging in groups and principles of self consciousness, etc.. Scholars knew that teachers' nonverbal behavior in classroom instruction was not fixed but improved though proper training.Besides they put forward the corresponding training methods. In a whole, however, former studies of teachers' nonverbal behavior in classroom instruction were experienced and general; most methods of which belonged to qualitative analysis, but not quantitative analysis; most of the studies were description of macroscopic but not microcosmic; teachers' nonverbal behavior in classroom instruction was always analyzed in an ideal state but not in a practical state. So the quantifying study on teachers' nonverbal behavior in classroom instruction i...