The "Noisy" Classroom Phenomenon Of Higher Grades Of Element School

With the further implement of the new curriculum reform,the principle status is strengthen gradually, meanwhile they are endowed with more rights to expression which make the classroom atmosphere warmer to lead the "noisy" phenomenon in the higher grades of element school.The present study focused on the practice to observe the classroom behavior in Grade5and Grade6of the element school,added with the questionnaire for the students and interview with the teachers to have a further understanding about the "noisy" phenomenon. With the angles of phenomenology and speaking right to make a further analysis,then some advices were given from the aspect of facilitating the positive "noisy" and inhibiting the negative "noisy" to achieve a better and efficiency teaching effect.Some basic theory about the "noisy" classroom phenomenon were introduced in the first part, including the connotation,categories and characters of the "noisy" classroom.Some evidences were provided from the angle of speaking right to show why the phenomenon is reasonable.The current state of the "noisy" classroom was investigated by the combination of questionnaire,interview and classroom observation to provide more details about the phenomenon in the second part.We made a reasonable conclusion with the data in the investigation.We made a further analysis about the reasons of the phenomenon from the positive and negative aspects in the third part.The positive aspects lay in the presentation of the principle status of the students and the specific requirement of a certain teaching phase,while the negative factors will be the violation of the classroom principles and the effects of the accidental events.Some advices were given to facilitate the positive side of the phenomenon and inhibit the negative side in the fourth part.The positive effect can be introduced by the equal communication between the student and teacher,the open question set by the teacher, make sure the principle status of the students and to respect the personal difference of the student,while to reduce the negative effect by the flexible usage of teaching wisdom.