Why Are Theysilent?

This study comes from the most profound puzzle that researchers encountered during the three-year practice of the master degree of rural education: why most students in F middle school,where she taught,are silent in moral and rule of law classes.In the current stage of teaching work,the phenomenon of classroom silence in rural ethnic areas has become a more important problem,and the solution of classroom silence is imminent.During the three-year teaching practice of rural education,the researchers learned that the nine-year compulsory education of rural middle school F middle school in Dongxiang Autonomous County of Gansu Province,are silent in the classroom of morality and rule of law,and this course even existed in name only.During the three years of teaching,researchers have been thinking and exploring this problem,trying to improve the problem of students' silence in the moral and rule of law classes of F middle school,and then launched this research.Finally,through the narrative research on the nine students' moral and rule of law classroom silence in Dongxiang Autonomous County F middle school,the researcher draws his own reflection on how to improve the moral and rule of Law Classroom silence in F middle school: first,love and tolerance for students is the precondition;second,improving teachers' teaching ability is the core;third,the school's emphasisOn the basis of understanding the connotation and classification of classroom silence and clarifying the existing concepts,this study defines the connotation,classification and extension of classroom silence,thus forming the analysis framework of this study.This paper mainly adopts the method of educational narrative research,and comprehensively uses the methods of observation,interview and object analysis to select the only nine students in Grade 9 of Dongxiang Autonomous County F middle school as the research cases.After a one-year teaching practice,this paper studied the educational narrative of the research objects.Based on the existing theoretical analysis framework,it is divided into four types: minimal silence,occasional silence,regular silence,severe silence.Through the study of educational narrative,this study shows the performance(sketch)of each type of classroom silence,and deeply explores the reasons behind the classroom silence(cause),and at the same time,takes the corresponding improvement measures for each type of classroom silence.on moral and rule of law is the key;fourth,family,society and school education form a joint force is an important guarantee.In order to provide some reference for the improvement of moral and rule of law classroom teaching in ethnic areas,the teachers of rural morality and rule of law are provided with relevant experience,and then started the research.