A Study On The Problems And Countermeasures Of Chinese Teachers' Listening In Class In Junior Middle School

To realize the great rejuvenation of the Chinese nation cannot be separated from the development of high-quality talents,and to deepen the educational reform and promote transformation of teachers' role necessitates teachers' role transformation and establishment of a new-type teacher-student relationship.Teacher listening in class is an effective teaching management strategy,research shows that teachers' classroom listening can help teachers gain a better understanding of students,learn their internal world,stimulate students to talk with them,promote students' development,establish an equal student-teacher relationship,and create a harmonious classroom atmosphere,improve the quality of teaching and standardize the work of teachers.All this will also contribute to the development of teachers themselves.However,teaching practices indicate that,though some middle school Chinese classroom advocates student orientation,teachers still emphasize on teaching rather than learning,dialogue and process.In other words,the classroom is still dominated by teachers,whose discourse is impregnable.As a result,many teachers fail to listen to students' learning needs in the teaching process,or teachers' classroom listening capacity is lacking,thus making it hard for teachers to effectively respond to students' answers through guidance or evaluation.Nor can these teachers effectively compare and comment similar answers.Consequently,the Chinese classroom is reduced to a “demonstration stage of teachers' demonstration of lesson preparation”.This has not only weakened students' enthusiasm for personalized thinking,but also hindered the construction of the teacher-student learning community.Therefore,this paper focuses on studying classroom listening of middle school Chinese teachers and analyzing causes behind the lack of teachers' classroom listening at an attempt to propose strategies for optimization.Referring to prior scholars' theoretical findings of teachers' classroom listening,this paper systematically investigates and analyzes the classroom listening status of middle school Chinese teachers from Guiyang S Middle School.Meanwhile,the “Questionnaire of Classroom Listening of Middle School Chinese Teachers” is designed in two versions: one is for teachers and the other for students.The survey is conducted from the perspective of teachers' attitude towards classroom listening,teachers' classroom listening effects,ownership of classroom discourse,and teachers' classroom listening skills.Moreover,based on classroom observation,some classroom behaviors and details of teachers which are not covered by the questionnaire are supplemented.Survey results suggest the following problems with classroom listening of Chinese teachers from S Middle School:(1)Teachers lack a systematic learning of knowledge related to classroom listening;(2)Teachers have not yet developed the awareness of actively listening to students in classroom;(3)Teachers lack a sincere attitude to listen to students;(4)Teachers' listening skills are calling for further improvement.In response to the above problems occurring in the process of Chinese teachers' classroom listening,this paper analyzes the causes affecting teachers' classroom listening,and summarizes these causes from the perspective of teachers' objective and subjective factors.Additionally,in light of causes behind the lack of classroom listening among teachers,this paper puts forth strategies to optimize middle school Chinese teachers' classroom listening,attempting to provide reference for forefront teachers' creation of a harmonious classroom atmosphere and teacher-student dialogues.