Research On The Present Situation And Differences Between The Urban And Rural Teachers’ Nonverbal Behavior In Middle School Classroom

Teachers’ nonverbal behavior is very important to convey teaching message. Even so, you can also find some teachers use nonverbal behavior by accident or some wrong nonverbal behaviors. So it is important to improve the effectiveness of urban and rural teachers’ nonverbal behavior. Investigated and observed urban and rural teachers’ nonverbal behavior, we found that the situation of urban and rural teachers’ nonverbal behavior is not optimistic. Here are some main reasons: in the aspect of behavior, there are some misused nonverbal behaviors among urban and rural teachers; in the aspect of understanding, the awareness for nonverbal behaviors’ importance is not very well among urban and rural teachers; in the aspect of teacher, Teachers’ nonverbal quality is low; in the aspect of cognition, The cognition of nonverbal behavior between teachers and students there is a deviation. Compare urban and rural middle school teachers’ classroom nonverbal behavior, we found that there are differences on the use and understanding of nonverbal behavior and the concept if nonverbal behavior can change between urban and rural teachers. Generally, urban teachers are better than the rurals in the three aspects, but both exist the problem that don’t allow to ignore. So first, in order to improve teachers’ understanding of the importance and consciousness of nonverbal behavior, both urban and rural teachers should fully aware the artistry of classroom teaching and strengthen the consciousness of using nonverbal behavior. Second, we should strengthen urban and rural middle school teachers’ exchange and reflection. Third, should generally promote teachers’ ability to use nonverbal behaviors. In addition, on the basis of comparison, we should be targeted to improve teachers’ ability to use nonverbal behaviors. Finally, teacher should choose the right classroom nonverbal behavior and avoid the wrong nonverbal behavior. Those can promote urban and rural middle school teachers’ teaching effectiveness.