A Study On The Application Of Non - Verbal Behavior Of Music Teachers In Teaching

The deepening of reform of basic education and curriculum standard revision, the curriculum content, curriculum evaluation and so on, great changes have taken place in the teacher’s teaching way also changed, from predominantly words infusion teaching, to students, teachers, the dominant heuristic teaching. Teachers in guiding students to explore learning, only rely on the speech act inspired students is far from enough. "Compulsory education music course standard (2011 edition)" proposed in the socialist core value system as the guide, comprehensively promote quality education. Quality education is to promote the all-round development of people, pay attention to the improvement of comprehensive quality, which includes "music aesthetic as the core" of music aesthetic education. School music education in the implementation of aesthetic education is mainly rely on the music teachers in the classroom teaching, the teacher in the classroom teaching through specific nonverbal behavior will abstract music knowledge, put the specific knowledge of vivid, pay attention to in the process of teaching and students’ communication, relying on the demonstrative or instructive experience of nonverbal behavior to make the students feel the beauty of music, students are encouraged to participate in music practice activities, inspire the student to music creation, reflects the music course of humanism, aesthetic and practical, to make the students know and the unification, thus promotes the improvement of the effect of classroom teaching. In addition, due to the elementary student’s physical and mental development, and the characteristics of the cognitive development, makes the knowledge teachers need to be specific, vivid, the use of nonverbal behavior can meet the demand of teacher’s teaching. This study use observation recording, through the observation of the primary school music classroom teaching, the understanding of music teachers in the classroom teaching the use of nonverbal behavior, and comparative analysis of ordinary class and high quality class, to find a suitable way of music teachers’ nonverbal behavior increase, so as to promote the music teachers’ professional development, improve the effect of classroom teaching, promote the overall reform of basic education.This study by the method of literature to refer to relevant literature and inductive analysis, understand the predecessors’ research achievements and current status of related research, obtained the certain theory basis, the author adopted questionnaire survey and classroom observation of a combination of the empirical research, the research object for shaanxi xian jurisdiction within the scope of the three schools of teachers and students, the music teacher’s nonverbal behavior in classroom teaching, the application situation of the research found the music classroom teaching in the process of teachers’ nonverbal behavior using the existing problems, and to explore the cause of the problem, and put forward to solve the problems that exists in the feasible strategies to improve one’s condition.This paper consists of five parts.The first part is the introduction part, mainly introduced the selected topic background. This paper expounds the study music classroom teaching teachers nonverbal behavior of the selected topic reason, the status related to this research both at home and abroad, and explains the research purpose and significance of this study.The second part is the theory of music teachers’ classroom teaching nonverbal behavior. First nonverbal behavior of music teachers’ teaching concepts, and then separately from the forms, features, functions, three sides facing the music teachers’ teaching nonverbal behavior has made the theory in this paper.The third part introduces the research methods of this study, the research process, research results and the research results are analyzed. The first part of this research institute to use three research methods to carry on the simple introduction, and then introduces the questionnaires, classroom observation and as a result, in the end of this paper, we analyzed the results of data comparison, discovered the music teacher’s nonverbal behavior problems existing in the use of classroom teaching, and analyzes the cause of the problem.The fourth part expounds the music classroom teaching innovation of teacher’s nonverbal behavior.First introduced the routine use of teacher’s nonverbal behavior principle, using the method of musical teachers nonverbal behavior, and then in view of the questionnaires and classroom observation found problems and the reasons put forward the corresponding improvement strategy, make the teacher’s nonverbal behavior to promote the development of music teachers’ specialization.The last part of this research are summarized. This part introduces the innovations and shortcomings of this study, in order to music teacher in the future the role of nonverbal behavior research sprang out.