A Study On The Influencing Factors Of Classroom Silence Of Primary And Middle School Students-from The Perspective Of The Theory Of Planned Behavior

In the past two decades,Chinese students' classroom silence has been widely concerned by scholars at home and abroad.Active and effective classroom interaction plays an important role in promoting the development of students' subjectivity and initiative.Addressing classroom silence is conducive to the realization of the concept of "dialogue instruction".Through the interaction among teachers,students and texts,knowledge and significance of instruction are created in the experience sharing between teachers and students,so as to promote the common development of teachers and students.In addition,there is almost no cross-period analysis on the influencing factors of classroom silence in prior research.The prior research on the overall classroom silence of students is mostly concentrated in the field of higher education,and the research on the classroom silence of students in the basic education stage is mostly concentrated in the class of English teaching.The earlier research rarely regard classroom silence as a gradual process to study,and there is no clear understanding and comparison of the causes of students' classroom silence in different stages.Based on the above reasons,this study focuses on the non-participating behavior of primary and junior high school students,Guided by the Theory of Planned Behavior(TPB),we pursued the following research questions:1.What is the trend of classroom silent behavior in primary and junior high school ?2.From the perspective of TPB,what are the influencing factors of classroom silence of primary and junior high school students? What is the previous experience leading to the factors?3.Has classroom silence become a habit for primary and junior high school students?4.Is there a significant difference in the causes of classroom silence between middle school students and primary school students? If there are clear differences,what conceptual model can be used to describe the development process of classroom silence?To address the research questions,an urban,lower-middle-class elementary school,with roughly 50% migrating from rural areas with their parents and a junior high school whose teaching level is in the city's upper middle level were selected as the representative samples.The non-participation observation was carried out in the classroom of lower,middle and higher grades of primary school and classroom of three grades in junior high school.The interviewees were selected by "purpose sampling".Six classrooms across grades in primary school and junior high school was observed.Thirty students from sixth grades and thirty students from seventh,eighth and ninth grades were interviewed about their experiences with classroom oral participation.The main purpose of classroom observation is to explore the trend of classroom silence of primary and secondary school students.Mainly collecting the following data:(1)the number of hands raised after each teacher's questions;(2)the number of students taking turns to speak after each teacher's questions.The first indicated the students' overall willingness to participate orally,whereas the second indicated their actual oral participation rate.In-depth interview,the students who showed a decrease in oral participation rates were the main interviewees,while the students showing increase in oral participation rate and students who maintain high-level oral participation rate are also interviewed about their experience.Through in-depth interviews,this paper analyzes the causes of the formation process of students' classroom silence,in order to explain the influencing factors of primary and secondary school students' classroom silence.The result suggests a negative correlation between grade and oral participation and,therefore,support the belief that the classroom silence behavior is gradually formed.From the lens of TPB,the mutual influencing factors of primary and secondary school students include attitude(worry about negative feedback,lack interest);subjective norm(peer pressure,worthlessness and inclination towards right answer);perceived behavior control(lack confidence,problematic relationship,calling-on preference and inattentiveness).Among them,worrying about negative feedback,inclination towards right answer,lack confidence and problematic relationship are the most common causes for primary and secondary school students.Secondly,the exclusive influencing factors of primary school students' classroom silence are lacking achievability,and the increasing influencing factors in proportion compared with junior high school are: peer pressure,problematic relationship,worthlessness,lacking interest and calling-on preference.Junior high school students' unique causes of classroom silence include "habit" and "don't want to communicate".It can be concluded from the most common causes of silent behavior shared by primary and secondary school students that psychological barrier is the biggest reason of primary and secondary school students' classroom silence;secondly Chinese examination-oriented educational system is a key factor for the formation of classroom silence of primary and secondary school students;the third classroom silence of primary and secondary school students reveal the imbalance between teachers and students.The main reason behind the characteristics of causes for primary school students' classroom silence is that the weak self-awareness of primary school students leads to their classroom silence vulnerable to external factors.Secondly,primary school students' classroom silence behavior has not become a habit.The reasons behind the formation of the exclusive influencing factors of junior middle school students' classroom silence and the phenomenon of causes' diversity reduction are that junior middle school students' classroom silence behavior is in the early stage of habit formation,followed by junior middle school students' classroom silence influenced by adolescent psychological characteristics;finally test-oriented increase promotes the concentration of the influencing factors of junior middle school students' classroom silence.Guided by TPB,the strategies to improve classroom silence of primary and secondary school students mainly focus on three aspects.First of all,to form a positive attitude of oral participation behavior,the specific suggestions are: first,teachers should improve their evaluation ability,reducing negative feedback;second,students should overcome the fear of negative feedback;third,teachers should optimize instruction methods.The second aspect is to promote the positive role of subjective norms,specifically to promote positive peer pressure;to reconstruct the goal of oral participation.The third aspect is to reduce the external control of students' oral participating behavior in class,mainly to solve the problem of teacher-student relationship.In order to address the problem of pupils' silence due to their lack of sense of achievement,we should strengthen the external stimulation of oral participation by enhancing teachers' and students' positive feedback.To improve junior high school students' behavior of keeping silence because of "habit" and "don't want to communicate",we can change the supporting environment of classroom silence habit and attach importance to junior high school students' mental health.