Research On The Status Quo And Problems Of Classroom Teaching Exchange In Rural Middle Schools

Since there are humans, there are communications. Teaching is not just isolated training from teaching subjects to objects, but communication activity of the mental agreements, mutually respection, mutually understanding, and equal dialogue to inherit and create cultures. In fact, teaching is also a communication activity, which is called teaching communication.Nowadays, there are no uniformly definition of teaching communication in academia, and the researches are still in development and improvement. Based on our research objective, in this paper, teaching communication is defined as the conversational activity among the communication subjects, communication subjects and details, and the communication within the teaching contents. In most rural area, although most teachers and students practice teaching communication for almost every day, they do not know the reason. For this, the author stands on the altitude of teaching communication, taking the rural middle school in S prefecture as the research background and the teaching communication activities in classroom as the research object. The author uses questionnaire to understand the communication situation preliminary in rural middle school classroom, combining the classroom observation to face the spot of classroom communication directly, and further uses the interview method to go deep into the inner perception of teachers and students. The communication contents, methods, communication atmosphere, and the relationship between teachers and students are problems which could affect the effect and the quality of teaching communication directly and should be paid special attention, which are also the four research dimensions in our research.This paper can be divide into five parts. Section I is the introduction. In this section, we introduce the research origin based on the reflection of reality and research relevance and necessity to propose the research contents, purposes and research significance. We summarize the references and propose the theoretical basis of the research. We also illustrate the research ideas and methods to explain the possible innovations and shortages. Section II is the academic interpretation of the teaching communication in rural middle school classroom. We make a theoretical explanation of the good teaching communication on the basis of the discrimination and definition of the related concept in order to determine the significance of the teaching communication in rural high school classroom. Section III is the survey of the situation of teaching communication in the rural middle school. We take the questionnaire as the major research method while the observation in classroom and the case interview as the minor to measure the quality and quantity of the research samples, and finally make a summarization, analysis and generalization. In section ?, we make an objective and rationally analysis in the advantages, disadvantages and the reason of the teaching communication in current rural area classroom. Section V is the investigation of the strategy to strengthen the teaching communication in rural middle school classroom. Section VI is reflection,conclusion and prospect.The major conclusion from the research are:The natural teaching resources in rural area produce an opportunity for teaching communication in middle school classroom. Besides, both teachers and students shows an active agreement in teaching communications, and the different communication method are practiced in different classes. The positive side of the teaching communication are the improvement of the teaching resources in rural area and the advance of the teaching idea of the teachers and students. However, there are still some shortages for teaching communications, which is shown as the communication contents is relatively single and depth is not enough, communication methods is relatively simple and formal, communication atmosphere is tense and polarization, and the relationship between teachers and students is not enough harmonious. The major reason is that school pay little attention in teaching communication, while teachers do not have a deep understanding of the teaching communication whereas students have a low subjective for taking the activity, and the teaching resources are also not be fully used.As to the result described in this paper, the strategy to strengthen the teaching communication as described above include moth side of teaches and students. For teachers, they should update their communication concepts, optimize the communication contents, enrich the methods, take the multivariate evaluation, and create three-dimensional communication mode in order to improve the skill of communication in classroom, enhance the friendship between teachers and students, enrich the communication process, and create the communication of three dimensions. Whereas for students, they should raise the awareness and increase the behavior of joining the communication in classroom actively in order to take the responsibility of take the teaching communication activity.