Research On The Representations Of "Noise" In Primary School Teaching And Abating Strategies

“Noise” in primary school science teaching refers to a teacher’s behaviors that influence to some extent the efficiency and effect of primary school science teaching under the premise of making no mistake of principle. As a matter of fact, the problem of “noise” is common in primary school science teaching. By searching relevant theoretical research achievements of “noise” in teaching, this paper finds out following major “noises” influencing primary school science teaching: teaching emotional “noise”, teaching language “noise” and teaching action “noise”. First of all, according to the observation of actual teaching, it gives representations of “noise” in primary school science teaching. In specific, noise of teaching emotion includes: Teachers as the main body of the emotional noise, emotional noise of alienating students with learning difficulties, and non-objective emotional noise; noise of teaching language includes non-refined language noise, non-rigorous language noise, aimless language noise; noise of teaching action includes nonstandard action noise and inappropriate action noise. Secondly, the paper analyzes the causes of these “noises” according to the representations of “noise” in primary school science teaching. At last, corresponding abating strategies are proposed for these three “noises” in teaching. Abating strategies for teaching emotional “noise” include: respecting primary school students, understanding primary school students, and tolerating primary school students; abating strategies for teaching language “noise” include: correctly understanding the functions of teaching language, grasping the language features of primary school science teaching, and enhancing the language art of primary school science teaching; Abating strategies for teaching action “noise” include: encouraging standardized teaching action, and innovating in experimental operation system. All of these strategies are aimed at reducing or removing “noises” in primary school science teaching, thus enhancing the efficiency of primary school science teaching.