Study On The Silence Phenomenon And Its Countermeasures In The Elementary Class Of Foreign Language

The most direct and fundamental purpose of teaching Chinese as a foreign language is to allow learners to acquire the skills of listening,speaking,reading and writing.The acquisition of these four skills is closely related to classroom teaching.However,in actual classroom teaching activities,“say” It is the part that is most easily overlooked by teachers and students.The purpose of learning Chinese is to communicate and communicate.The classroom is also the main place for student communication.If there is effective communication between teachers and students in the classroom,the atmosphere of the whole class is relaxed and active.If there is no effective communication,then the whole class The lesson will look lifeless.At present,the atmosphere of many classes for Chinese as a foreign language is not pleasant and harmonious.It often happens that after the teacher throws up a problem,the students do not speak or respond.This is the phenomenon of silence in the classroom.This phenomenon exists in the normal communication between teachers and students.The interaction has serious hazards and impacts.Therefore,if we want to improve the learner’s proficiency in Chinese and teacher’s teaching quality,it is very important to find a countermeasure to reduce or even eliminate silence in the Chinese as a foreign language classroom.The specific content of this study is mainly divided into the following four parts:The first part is the introduction.It discusses the topics selected,the significance of the topics selected,the current research status,and the related research work.It has mastered the research progress and existing deficiencies in the silence of the Chinese as a foreign language classroom.It also introduces the research method adopted in this paper as a classroom observation method.,Questionnaires and interviews,the main content of the study is the silence of middle school students in the integrated class of Chinese as a foreign language.The second part is the phenomenon investigation.The Chinese learners from the two primary classes of the International Education Institute of Shenyang Normal University were selected as the main observation objects.The silent performance of students in the 20 comprehensive lessons was observed and carefully compiled for the problems found in the classroom observation.The “Questionnaire on the Classroom Situation of Integrated Courses for Elementary Chinese as a Foreign Language” also used Chinese as a spare time to conduct interviews with Chinese learners and teachers engaged in teaching Chinese as a foreign language.Finally,detailed investigations were conducted on the survey materials and data collected.statistics.The third part is the analysis of the causes.Through analyzing the results of classroom observations,questionnaires,and interviews,we explored the causes of classroom silence in the integrated class of Chinese as a first class of Chinese as a foreign language,and detailed the three perspectives of teachers,foreign students,and classroom environment.Explained.The fourth part is the investigation of countermeasures,aiming at the problem of classroom silence in the primary class of Chinese as a foreign language.From the perspective of teachers,we propose that teachers should establish a good image,improve the unitary teaching model,help students eliminate learning disabilities,and establish a quality teaching environment.The solution strategy.It is hoped that the research results of this paper can provide reference and reference value for future researchers in continuing to explore the path of silence in the Chinese as a foreign language classroom.