Research In The Current Status And Development Strategies Of Non-vocal Behavioral Teaching In Primary Math Classes

Nowadays, with the development of education revolution in China there has been an increasingly higher requirement in teachers’ profile. It is inarguable that vocal communication plays a vital role in teaching, while the importance of non-vocal behavioral communication should also not be neglected. Well, in the literature there has not been substantial research, neither there has been convincing theoretical analysis nor experimental study in non-vocal behavioral teaching. Thus, this thesis has selected primary math teachers as the object of study, intended to investigate the usage of the non-vocal behavioral teaching technique among primary and secondary teachers through observations and interviews. Furthermore, this thesis has also looked deeply into some of the key factors, and proposed effective strategies which can be utilized to increase the usage of non-vocal behavioral teaching through the analysis of the issues surfaced out in the study.The thesis has been divided into four sections, the first section illustrates the research background, goals and benefits, and literature study in both domestic and oversea researches, moreover proposes the methodology of conducting this research. The second section mainly introduces the formation and exercise of the data collection table for real-time obeservations in the classes, and through data analysis points out current state and existing issues in the application of non-vocal behavioral teaching in primary math classes from the aspects of symbolizing movements, explanational movements, expressing movements, instrumental movements, adapting movements, harmonious movements and positional movements. The third section based on the investigation results analyses the causes of the existing issues from the views of both the teachers themselves and the surrounding environments. Which shows that the obstacles that kept teachers from performing good non-vocal behavioral teaching are insufficient understanding, inherent teaching habits, lack of self-control abilities, outdated teaching philosophy, traditional teaching methods and limited knowledge and skills of teachers; other obstacles from the surrouding environment include the specialty of the math subject, the subconsciousness of non-vocal behaviors, schools’ ignorance in non-vocal behavioral teaching, pressures on teachers from their work and family life and the influence of the social cultural environment on teachers’ non-vocal behaviors. The fourth part proposes the strategies to develop the teachers’ abilities of using non-vocal behavioral teaching from the perspectives of both teachers and schools, with the hope that the thesis can provide helpful reference in cultivating primary math teachers’ non-vocal behavioral teaching ability.