Research On Class Instructions Management Of Non-verbal Behavior In Junior School English Teachers

Human communication methods can be divided into two categories: verbal communication and nonverbal communication.Classroom teaching is also a communicative behavior,because this process is not by one way to impart knowledge to students mechanically from teacher,but students and teachers of the common learning process.Teachers ’ discourse combines speech and nonverbal language,and teachers can teach in class through speech act and nonverbal behavior.In the classroom,teachers not only impart knowledge by speech act,but also convey a great deal of information by nonverbal behavior,expressing teachers ’ expectation,attitude and viewpoints.Teachers ’ nonverbal forms mainly include gestures,facial expressions,eyes,space distance,writing on the blackboard,instruments and tone speed.Classroom teaching management refers to the organization of the students ’ psychological and behavioral activities in the classroom,making them move toward the direction of the teaching information,forming the ability and achieving the goal,and improving the teaching effect.Classroom teaching management includes interpersonal relationship management,classroom environment management,and classroom discipline management and so on.Through a large number of literature review and practical classroom observation,it is found that the teacher’s nonverbal behavior has a management role in classroom teaching,which silently influences the establishment of good interaction between teachers and students and the good classroom order.This paper focuses on the influence of nonverbal behavior of teachers on classroom teaching management,which is also an extension of the function of nonverbal behavior of teachers.This article through the literature Analysis method,questionnaire survey method,as well as classroom observation method research,in the process,to find a large number of material about nonverbal behavior,teacher nonverbal behavior and classroom teaching management of the literature,and summarized,and designed two sets of English teachers and junior high school students questionnaire Survey,and without interfering with the normal teaching order,taking the non participatory classroom observation method,observing the teacher’s nonverbal behavior with the visual of the bystander,and using the teaching slicing method to record the typical nonverbal behavior in the teacher’s class,and finally using the chart to make the teacher’s non-speech.At last,the three data of the teacher’s nonverbal behavior,the students ’ evaluation of their nonverbal behavior and the influence of nonverbal behavior on classroom teaching management were analyzed and compared.Through observation and analysis,it is found that teachers and students have different understanding of nonverbal behavior,teachers are more familiar with nonverbal behavior,prefer nonverbal behavior teaching,and feel that nonverbal behavior is helpful to classroom teaching,which will affect students ’ attention in class,and also can be used in classroom.But students don’t know much about teachers ’ nonverbal behavior,not paying attention to the nonverbal behavior that teachers use in class,thinking that it is only the action of its habit,but not understanding the meaning behind its action,makes students not pay special attention to the influence of nonverbal behavior,and does not cooperate with teachers to use nonverbal behavior in classroom management teaching.Finally,the limitations of this study are discussed,because of the diversity of teachers ’ nonverbal behavior,the observation of nonverbal behavior of teachers requires recording data collection,as well as my research is not professional,the data collected are relatively limited,persuasive is not very strong,and the analysis of the class,the teacher,the student’s breadth is not enough,These are my problems in this article.This thesis is divided into six parts.The first part is the introduction,which mainly expounds the reason,research questions,research purpose,research significance,research design and literature review.The second part is the definition of concept and theoretical foundation,mainly divided into teachers’ non-verbal act,and classroom teaching management.There are constructive teaching theory,classroom interaction theory,behaviorism Learning theory and humanistic management theory pedagogy theory.The third part is the analysis of non-verbal behavior of English teachers.The fourth part is the case observation of the teacher’s classroom nonverbal behavior teaching.Through the observation and analysis of the four teachers,some expressions of non-verbal behavior are pointed out.The fifth part is the analysis of the existing problems of non-verbal behavior of English teachers.The sixth part is the optimization strategy of non-verbal behavior in the classroom.