Research On Non-verbal Behavior Interaction Between Teachers And Students In High School Mathematics Class

Every action of the teacher affects the students’ heart.Makalenko also said that "the use of tones is meaningful not just for singing or talking,but for expressing one’s thoughts and feelings more accurately,vividly and forcefully".In the communication between teachers and students in high school mathematics class,non-verbal is an implicit but important.Therefore,it is necessary to study the non-verbal behavior interaction between teachers and students in high school mathematics classroom.Based on the analysis of existing literature,this study compiled the Questionnaire on the Status quo of Non-verbal Interaction between Teachers and students in High School Mathematics Classroom(Student volume)and questionnaire on the Status quo of Non-verbal Interaction between teachers and students in High School Mathematics Classroom(teacher volume).A survey was conducted on mathematics teachers and students in a high school in S Province to understand the current situation of using non-verbal behavior to interact in actual mathematics teaching.Combined with the results of the current investigation,expert teachers and novice teachers are selected to conduct classroom observation of mathematics teaching.The frequency and function of non-verbal behaviors used by two types of teachers were statistically analyzed by self-compiled classroom observation scale,and suggestions were put forward on how to improve the interaction of non-verbal behaviors used by high school mathematics teachers.The main conclusions are as follows:(1)Students have great expectations and recognition of non-verbal behaviors of senior high school mathematics teachers,especially in the aspect of non-intellectual factors mobilized by non-verbal behaviors in senior high school mathematics teaching.Male and female students have the same understanding of non-verbal behavior language in mathematics teaching in senior high school,but there is no significant difference.(2)Most senior high school mathematics teachers fully affirm its role in mathematics teaching,but there are still many teachers lack the awareness of using nonverbal behavior in mathematics teaching;There is no significant difference between male and female mathematics teachers in their understanding of non-verbal behavior.The research statistically analyzes that there are significant differences in the understanding of non-verbal behaviors between high school mathematics teachers with teaching experience of 1-5 years and those with teaching experience of more than 15 years,and between high school mathematics teachers with teaching experience of 6-10 years and those with teaching experience of 21-25 years.(3)The frequency of nonverbal behaviors used by expert teachers is 1.12 times higher than that of novice teachers;In the function of non-verbal behavior of senior high school teachers,the function of auxiliary speech is mainly realized by hand movements,paralanguage and interpersonal distance.The function of replacing speech is mainly realized by hand movements.The function of expressing emotion is mainly realized by eye movements and facial expressions.Organizing the class is mainly realized by eye movements,hand movements and head movements.(4)There are significant differences between expert teachers and novice teachers in the expression of emotion and classroom organization of eye movements;There were significant differences in the expression function of facial expressions.There was a significant difference between the auxiliary speech function and the substitute speech function of hand movement.There are significant differences between auxiliary speech and self-adaptation in paralanguage.There was no significant difference among different functions of head movement.Interpersonal distance has significant difference in classroom organizing function.