A Study On The Status Quo And Strategies Of The Use Of Body Language In The Classroom By Chinese Teachers In The Lower Grades Of Elementary Schools

With the deepening of education reform and the practice of building high-quality professional teachers,the society puts forward higher requirements for the quality of teachers' professional quality.As a required course for teachers' professional development,classroom body language is used throughout classroom teaching,and its significance is self-evident.Chinese is a comprehensive subject of appreciating and feeling the beauty of language and characters,learning language and cultural knowledge.For the low-grade children with limited logical ability and concrete thinking,the use of teachers' classroom body language can make the classroom more attractive,build a harmonious classroom atmosphere,and assist in the completion of teaching with high quality.Throughout the current research on the body language of primary school Chinese teachers,it is found that the relevant research is universal,but there is a lack of specific research and practical demonstration on the body language of Junior Chinese teachers.Therefore,this paper mainly adopts the research methods of literature,classroom observation and interview,defines the general points and classification of body language and classroom body language,analyzes the current situation of the use of classroom body language of primary school lower grade teachers through observation,summarizes the problems existing in the use of classroom body language of primary school lower grade teachers,and the collective performance is that the symbolic body language is frequent and the way is single;The descriptive body language is not rigorous at will;the instrumental body language is not standardized;the adaptive body language is messy and meaningless;the negative meaning of the regulatory body language affects the quality of teaching;the explicit and distance actions are not evenly used.Through interviews,this paper explores the causes of the problems of primary school teachers' classroom body language,which are manifested in their shallow cognition of classroom body language,their preference for habits,the lack of more rigorous self-control ability in teaching,their own reasons for not combining the characteristics of subjects and learning to play the advantages of professional skills,as well as the school's neglect of teachers' professional skills in classroom body language,social and cultural education backgroundSecondly,the external causes of teachers' responsibility and pressure.According to this,this paper puts forward the concrete measures to solve the problems of the classroom body language of the junior primary school teachers,that is,the flexible use of symbolic body language,the full preparation before class,the design of descriptive body language in line with the subject and learning situation,the rigorous teaching attitude,the standardized use of instrumental body language,the promotion of the use of consciousness,the control of the use of adaptive body language,and the avoidance of the negative body language The use of phraseology;the improvement of pre service training programs and post service continuing education;strengthening the concept of quality education,focusing on teachers.I hope it can provide theoretical guidance for optimizing the professional development of teachers and improving the quality of teachers.