A Study Of The Causes And Countermeasures Of Negative Classroom Silence In Eighth Grade Mathematics Teaching

The phenomenon of students’ negative classroom silence is a common occurrence in middle school mathematics teaching.Given the abstract nature of eighth grade mathematics knowledge,this stage is a critical period for developing students’ mathematical thinking,and mathematics learning requires them to engage in thinking,thinking experience and thinking response more.Negative classroom silence as an undesirable classroom behavior seriously affects eighth graders’ mathematics learning,which is also a teaching concern for many teachers.Eighth graders in negative classroom silence are a special group of students who need teachers to take certain measures in the classroom to help them change this situation.Based on the consideration of this reality,the main content of this research paper is to clarify the causes of negative classroom silence in eighth grade mathematics teaching and to propose corresponding strategies to reduce the phenomenon of negative classroom silence in response to these causes.This study was based on relevant studies on classroom silence at home and abroad,and was conducted empirically using classroom observation,interview and questionnaire methods with eighth-grade students in a middle school in Chengdu.First,in order to understand the real situation of negative classroom silence among eighth-grade students,we went into the classroom as an observer and selected three classes as observation subjects,observing two lessons in each class.Second,in order to understand the eighth grade teachers’ and students’ perceived attitudes toward negative classroom silence and the teachers’ current coping strategies,three more teachers who conducted classroom observations were interviewed,and three students were randomly selected for interviews in these three classes.Finally,to identify the reasons for students’ negative classroom silence in mathematics instruction,a questionnaire survey was conducted with 334 eighth-grade students in this middle school.Classroom observations and teacher-student interviews revealed that the current phenomenon of negative classroom silence among eighth-grade students is universal,stage-specific,and manifests itself in a variety of ways.Students and teachers agreed that negative classroom silence had a negative impact on eighth-grade students’ learning level in mathematics,while most teachers and students believed that the main reason for this phenomenon was the teachers’ teaching.Although teachers are also trying to address this situation by improving their teaching literacy,they are not getting better results.According to the student questionnaire,it was found that the main reason for the phenomenon of negative classroom silence was that teachers had some problems in classroom atmosphere,teaching style,and teaching question and answer ability.Based on the analysis of the above findings,this study proposes to improve this phenomenon by creating a favorable classroom atmosphere,using inquiry-based teaching methods,and optimizing classroom question-and-answer teaching strategies,and applying these strategies to the two classroom teaching of the coordinate characteristics of points in the plane right-angle coordinate system and the tessellation of plane figures to verify the effectiveness of the strategies and provide a reference for reducing the phenomenon of negative classroom silence.