Research Of Teacher's Nonverbal Behavior In Elementary Chinese Class Of Thailand

This paper mainly explores the non-verbal behavior of primary Chinese classroom teachers in Lopburi,Thailand.It mainly involves the following three questions: First,qualitative research on non-verbal behavior and teachers' nonverbal behavior theory.On the basis of combing the research results of the predecessors,the theoretical basis of the research is established.Secondly,the teachers and students of the Anuban Lopburi School in Thailand are investigated about the use and concern of non-verbal behaviors of teachers,and whether there is a significant difference between the teachers and students.Third,the classroom observation of the elementary Chinese classroom of the Anuban Lopburi School,recording the use of non-verbal behaviors of teachers of different nationalities and teaching ages in the primary Chinese classroom,and discovering the problems and making relevant suggestions.Through statistical analysis,the following conclusions are drawn:First,teachers and students have shown great concern for the non-verbal behaviors used by teachers in the classroom;both teachers and students have shown recognition for their auxiliary functions,such as affecting students' interest in learning.It shows that teachers' non-verbal behavior is very necessary in the primary Chinese classroom in Thailand.Second,from the results of the questionnaire survey,teachers and students on the speed of speech,classroom time management,that is,after the question,whether the teacher reserved enough thinking time for students,classroom silence showed significant differences.Students in the primary Chinese classroom pay more attention to the teacher's speed of speech,expecting teachers to reserve enough thinking time.At the same time,teachers believe that through the silence can effectively manage the classroom,but students can not grasp the intention ofsudden silence in the teacher's classroom in real time,resulting in cognitive differences.Third,according to the observation and video analysis of the primary Chinese classroom in Thailand,the use of non-verbal behaviors of the three teachers in the classroom is presented from the two dimensions of expression and function.Teachers' use of nonverbal behaviors is characterized by consciousness,inclination and tradition,but at the same time there are problems such as lack of specification and fixed thinking.Finally,based on the research in this paper,some suggestions are given to how Chinese teachers in Thailand use classroom nonverbal behaviors.Suggestions are given from the following three perspectives,paying attention to the use of non-verbal behaviors of teachers,active learning to regulate non-verbal behaviors,and timely reflection and improvement of the use of non-verbal behaviors.Hoping it may bring some enlightenment to the Chinese teachers in Thailand and even the majority.