The Research On The Affective Problem Of Classroom Teaching Communication Between Teacher And Student In The Current Elementary School

Along with education for all-around development's comprehensive advancement and new curriculum reform's thorough expansion, the situation of classroom teaching communication between teacher and student as well as the significance of affect in the communication between teacher and student receive the attention. Concerning on communication in the education fields indicate that it understand the complexity and the richness of education and teaching activity with one kind of new perspective. It no longer regards the education as the production line, a monotonous and mechanical process, but pays attention to the men's existence, affect and feeling. In addition, the elementary education stage takes the education for all-around development the foundation. The students'affective expression rich multiplicity and the sense organ study initiative in communication between teacher and student, is the aspect which the school edition most needs to treasure and to display. Therefore, the research on the affective problem associates regarding the elementary school classroom communication's in teacher and student is having the very vital significance. It will be helpful in transforming the communicational concept and creating the harmonious relationship between teacher and student, will enhance teacher and student's affective engagement in communication, and will promote students'all-around development and potential exploitation. Can show the essence which regarding its research the teacher and student communication, makes a connection with the science of education world and the life of education world barrier, retrieves the education"the loss other half", causes the classroom to glow the life the vigor.But under the paradigm of polarity of subject and object, the teaching communication process has been looked as a knowledge passing process from teacher to students for a long time. When it has utilitarian value only, it regards as the knowledge instruction the carrier, one kind enhances the teaching effect, the exaggeration classroom atmosphere method, this definitely will cause the relations between teacher and students to appear sparsely to with indifferently, will oppose and conflicts, neglects the teachers and students both sides life significance. So it is very urgently to research the affective problem of classroom teaching communication between teacher and student in the elementary school systematically and specially.On the basis of defining the relational conceptions, this research investigated some teachers and students in the Elementary School. Furthermore, the research observed the classroom teetering and went for single interview with some teachers and students, in order to explain the study result more reasonably. Through comprehensive investigation and data analysis, through contrasted the city and countryside, the grade, the emotion difference of the communicate type between teacher and student as well as promulgates negative affect problems, the research concluded four aspects affect problems. The research thinks that there are various causes of affect problem in classroom teaching communication between teacher and student. The main reasons are the alienation of examination system, the limitations of curriculum constitution, the monotone of teaching organization form as well as the obstacle of teacher and student.In order to seek the solution way effectively and provide the practice reference, in profits from the theory of communication and in the summary reality practice experience, the research has preliminarily constructed the educational model about classroom teaching communication between teacher and student based on affect guidance in the elementary education stage. This model indicates that the communication between teacher and student is a"subject-intermediary-object"process. This is the integration of two processes. One process is that teacher and student are acquainting and reforming objects, such as curriculum, the teaching material and so on. The other is that teacher and student are building the intersubjective communicational relationship. During as the subjects, teacher and student are understanding and respecting each other, and through the spoken language and the non-spoken language carries on the emotion seepage. Simultaneously constructing the classroom communicational model based on the affect guidance, the classroom situation's establishment and psychological atmosphere's building is the essential condition, the supporter of combustion which is the affect stimulates the catalyst which and the affect contrast. Therefore, in order to improve the affective problem of classroom teaching communication between teacher and student in the current elementary school, the research suggests that it should also pay attention suggested as follows: The educational love is the premise to evoking the true feelings, lenient and reception is the base of expressing affect, understanding and dialogue is the core of emotional communication, the group dynamic field is the key of enhancing affective engagement, the external environment should provide the guarantee for the affective communication connection.