| The so-called silence in mathematics classroom refers to the negative psychological tendency and behavior performance without emotional communication,teacher-student interaction and desire to express in mathematics classroom.The significance of studying silence in mathematics classroom lies in helping students get out of the silent thinking in mathematics classroom,and promoting students’ acquisition in mathematics classroom by using the auxiliary means of mental health education which can improve mathematics learning;Break the magic spell of silence in mathematics classroom,and let students walk more smoothly and confidently on the road of mathematics learning.Classroom silence is common in real teaching activities.From the educational stage,from compulsory education to secondary education to higher education,there will be silence in the classroom;As far as subject teaching is concerned,whether it is literature and history or science and engineering,there are different degrees of classroom silence.Mathematics classroom silence frequently occurs in the upper grades of primary schools.This phenomenon hinders teachers’ teaching,and also affects students’ interest in mathematics exploration and learning.The development and growth of primary school students in mathematics is "harmful but not beneficial",and the author has a deep experience in daily teaching.At present,the related researches on classroom silence are mainly concentrated in the field of pedagogy,and the questionnaire is compiled randomly,lacking the test of reliability and validity,and there is relatively little research on mathematics.Secondly,the existing research mainly focuses on the present situation,forming factors and corresponding strategies of classroom silence,and the intervention of classroom silence is less involved.On the basis of the above problems,this study revised the previous research tools and tested their reliability and validity.With questionnaire survey as the main method,interview method and classroom observation method as the auxiliary method,613 primary school students in grade 5and grade 6 in L township,Luoping county,Yunnan province were investigated.Through two studies,the present situation of mathematics classroom silence of senior primary school students was revealed and further intervention was made.The main conclusions are as follows:(1)Mathematics Classroom Silence Questionnaire has good reliability and validity.(2)Generally speaking,the silence in the math class of the upper grades of primary schools is at a slightly lower level than that of the middle grades.In comparison,girls are more silent than boys,and there is no obvious difference between the fifth and sixth grades.(3)Classroom observation shows that students’ silence behavior in mathematics class is more serious,and the interaction between girls and teachers in class is weaker.In addition,the silence of the students in the upper grades of primary schools in math class is more obvious than that in Chinese.(4)After cognitive intervention,the mathematics classroom silence of the senior grade students in primary schools has been improved obviously.Specifically,the improvement in thinking silence and emotional silence is obvious,but the improvement in behavior silence is not obvious;(5)Classroom observation shows that after cognitive intervention,teachers’ classroom organization form is improved,evaluation language is richer,and students’ enthusiasm for classroom participation is improved.(6)Through the re-interview with the students,the students have a deeper self-perception of the mathematics classroom,and they are more willing to integrate into the classroom in terms of emotion and thinking.However,the changes in behavior need more encouragement and support.On the basis of the above results,this study puts forward some suggestions and measures for silence in primary school mathematics classroom from three aspects: mathematics teachers,school mathematics discipline construction and social family support. |
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