An Observational Study On The Communication Behaviors Between Teachers And Students In Chinese Classroom

The importance of language paving is even more self-evident,with the vigorous development of “bringing in”and “going out”of Chinese international communication and the more and more important role of Chinese international communication in the national development strategy,especially the proposal of “Belt and Road Initiative”.This paper chooses the Business Chinese Class 2 of Grade 2015 of Chinese International Education in a university as the observation object.And the main research method is classroom observation,with comprehensive quantitative and qualitative analysis.“Advanced Chinese”,“Business Chinese”and “Economic and Trade Reading” are selected as data sources.The contents of the study include:Firstly,it's the observation of the communicative behavior of teachers and students in the classroom.(1)the non-fixed existence of the podium and seats,and the small class shorten the physical distance of the communication between teachers and students;(2)the management of the communication process aims to avoid interpersonal conflicts and maximize the harmonious interpersonal relationship;(3)the “ friend ” communication relationship between teachers and students is frequent,and the emotional communication is prominent;(4)the communicative role of teachers is that the role of“instructor”is prominent,while the role of “facilitator” is insufficient.(5)the communicative role of students,students prefer to use cognitive and metacognitive learning strategies and seldom use social affective strategies.(6)the teaching methods show the communicative characteristics dominated by teachers:the amount of speech of teachers is higher than that of students,and most of the language units of students' speech are less than five words,and they mainly speak passively.Secondly,it's the analysis of the observation results.This paper summarizes the communication between teachers and students from the perspective of educational concept.Teaching methods,teachers' roles and students' learning strategies show the characteristics of “ teacher-centered ” Chinese educational concept.Classroom environment,classroom management and teacher-student relationship also reflect the characteristics of western educational ideas integrated with the concept of “equality”.On the whole,it shows the characteristics of “integrated education”—“Chinese-style education mainly and westerneducation color".Furthermore,it analyzes the cultural characteristics of “ integrated education”from four aspects: “collectivism”?“high degree of uncertainty avoidance”?“narrowing power distance” and “low-context culture”.Thirdly,the study holds that“integrated education”should be adopted based on the teaching object and the goal of cultivating intercultural communicative competence.It should properly deal with two aspects: the first is to promote the further deepening of shallow-level integration.The second is to adjust the integration of Chinese and Western educational ideas flexibly and dynamically,focusing on real-time monitoring of each link,pursuing the effective cooperation of the positive effects of the two educational ideas,taking full advantages of learning from each other.