Research On Nonverbal Behavior Of Senior High School Geography Teachers Based On Video Analysis

In interpersonal communication,both verbal and non-verbal behaviors play a unique role and play an important role.For example,classroom teaching is interpersonal communication in a specific environment,carrying a lot of communication between teachers and students,full of verbal and non-verbal behavior.Nonverbal behavior in the classroom usually plays a role in adjusting the order of the classroom,improving the classroom interest,enhancing the teaching appeal and other functions.At present,most of the research on geography teaching focuses on verbal interaction and ignores nonverbal behavior.Therefore,the research on Teachers’ nonverbal behavior is conducive to improving classroom interaction,improving teaching effect,helping curriculum reform and implementing the educational goal of cultivating morality and talents.Through literature review,this study clarifies the definition,connotation,classification,function and other elements of nonverbal behavior of senior high school geography teachers.On this basis,this paper constructs and improves the nonverbal behavior observation table of senior high school geography classroom teachers with 8 primary indicators and 30 secondary indicators as observation indicators.Combined with the method of video analysis,the table is used to observe and analyze 50 lessons,and 25680 time intervals and 32759 codes are obtained.And through the form of questionnaire survey,244 high school geography teachers’ real data were obtained.Through the analysis of the coding results and questionnaire data,the study found that high school geography teachers can give full play to the role of hands in the use of nonverbal behavior,but mostly stay in the guidance,lack of vivid description of the action;can use a variety of teaching tools,but the disadvantages of imprisoning teachers’ hand action and position are obvious;can pay attention to the distance between teachers and students,but the distance between them is far away;can understand They are willing to set up silence in class,but lack of control;they can pay attention to the image of the class,and they can also exchange emotions with the help of revealing actions.Moreover,factors such as teaching links,teaching modules,teaching areas,teachers’ gender and teaching years will affect the use of nonverbal behaviors in varying degrees.Based on the above findings,this study puts forward five optimisation recommendations: firstly,geography teachers have to strengthen their cognition upon non-verbal behaviours;secondly,they are expected to broaden learning channels of non-verbal behaviours with the current cognitions,and optimising non-verbal behaviours with the recommendations in this paper such as optimising hand action,effectively controlling silence and so on.As the result of optimising cognition and broadening learning channels,teachers are expected to reach the goal that constantly reflecting the methodology and adjusting actual teaching practices.Based on this,this paper studies and discusses the non-verbal behaviors in Teachers’ cognition,the current situation of the use of non-verbal behaviors,the shortcomings in the use process and the optimization strategies.It is hoped that in the future,geography teachers will pay more attention to and recognize the classroom functions of nonverbal behavior,clarify the deficiencies in the use process,enrich the forms of nonverbal behavior in the classroom,highlight personal and disciplinary characteristics,and interpret the art of geography teaching.