A Comparative Study On The Silent Teaching Language Behavior Of Middle School Biology Teachers

According to psychological studies,seventy seven percent of human perception comes from what the eyes see,only fourteen percent from the ears,and the images collected by the eyes retain more time in the brain than other organs.As for the role of silent language in the classroom,American psychologist Albert Mayberra conducted a factor analysis of the effect of language behavior on the transmission of information.The final conclusion is that human actions and facial expressions have the greatest influence on the effect of classroom information transmission.From these data and descriptions,we can conclude that the teacher's silent teaching language behavior in the classroom affects the effect of classroom teaching.With the gradual promotion and adjustment of the basic education curriculum reform,experts and scholars in the field of education are paying more and more attention to the practice of teachers in classroom teaching.The silent teaching language behavior,as a teaching behavior that affects teaching effect,is being paid more and more attention to and perfected day by day.But from the point of view of research,there are few practical studies on the silent teaching language behavior of middle school biology teachers.The theory comes from practice.Only by observing and comparing the behavior of silent language teaching and analyzing the reasons,can we summarize the good training strategies,promote the development of biology teachers,and help promote the basic education curriculum reform.This research is divided into six parts.The first part is the introduction,including the importance of research issues,research ideas and methods.The second part is a review of domestic and foreign research and the definition of related concepts,which provides theoretical basis for further research and lays a theoretical foundation.The third part is the compilation of silent teaching language behavior survey tools.Through the investigation and interviews with relevant experts,this study develops a silent teaching language behavior evaluation system,and finally obtains 13 observation indicators.The observation scale is compiled according to the index evaluation system.The fourth part is the practice research.Firstly,according to the definition of concept,the appropriate observation samples are selected.And novice,practised hand and expert biology teachers each four people are selected in four senior high schools in Dalian.Then observe and listen to 2 classes for each teacher.Five teachers fill in the observation scale for each class.Finally,the statistical data and analysis are carried out to compare the differences of silent language behavior among the three kinds of biology teachers.The fifth part is the conclusion and suggestion.According to the observation and interview data,this study analyzes the reasons for the differences in the silent teaching language behavior of the three kinds of biology teachers,and draws the conclusion of the research.Finally,it puts forward some suggestions to help the biology teachers improve the silent teaching language behavior.The sixth part is the conclusion.It mainly summarizes the research results of this study.Then it puts forward the shortcomings of this study,and puts forward the prospect of the related research in the future.