A Case Study Of Non-verbal Behavior In Teacher-child Interaction Between Novice-skilled Preschool Teachers

Nonverbal behavior,which is difficult to be directly perceived and implicit,presented in the interaction,it is not a direct interactive behavior or speech,but actions or gestures reflected with body symbols.It includes teachers' body language,emotional behavior and listening in class,etc.,which subtly and indirectly affects relationship between teachers and students and children's development.In recent years,the researches of teachers' non-verbal behavior have gradually covered the preschool education.But most of the researches focus on teacher's nonverbal behavior,especially the summary of the experience of teachers' body language,and empirical research on collective teaching activities,teachers' body language in the regional activities.Secondly,there are fewer researches on non-verbal behaviors of teachers of different gender,different professional development stages and different cultural backgrounds.In order to further expand the research field,the researchers selected novice teachers and skilled teachers of different teaching levels as research objects.And by combining with interviews,in-depth analysis of the differences of interaction are discussed according to the similarities and differences in nonverbal behaviors,so as to arouse teachers' attention to nonverbal behavior in teaching interaction,putting forward advice or strategy to improve novice teachers' nonverbal behavior.In this study,a new teacher and a skilled teacher were selected from the preschool age group of W kindergarten in Liaocheng city,and compares and analyzes the body language,emotional behavior and listening of the non-verbal behaviors.The author,in natural scene adopts the non-participatory observation and videos,directly observing novice teachers and skilled teachers' language teaching activities in same teaching materials with different structures,10 samples of videos of language teaching activities are collected.At the same time,the Teacher's Nonverbal Behavior Observation Tables compiled by Zhou Pengsheng was revised to form the Observation Table of the Body Language of Kindergarten Teachers.ObservationTables for Middle School Teachers' Emotional Behavior compiled by Miu Furong is revised to form Observation Table of the Emotional Behaviors of Kindergarten Teachers.E.Pehkonen and Mai ja Ahtee's teachers listening model of five levels and eight subclass is adopted to form Observation Table of the listening of Kindergarten Teachers.And to take the observation table are research tool,the subjects are observed,recorded and statistical analyzed.The author also conducts interviews and several times of interviews after class on novice teacher and skilled teacher,and the written material from interviews is organized and analyzed to ensure informative data in the aspect of ideas and behaviors.Through comparative analysis,this study works out the following findings: 1)the number of skilled teachers who using body language is higher than novice teachers,there are significant differences in symbolic action,demonstrative action,distance action and tonal action.2)By comparing the functional type of the body language,there is a significant difference in replacing verbal behavior and emotion and attitude on the expression which is difficult to present by language.3)The number of skilled teachers who using emotional behavior is higher than novice teachers and there is significant difference on expression of brow,facial expressions,hand expression and space distance.The novice teachers showed more negative emotional behavior,while the skilled one showed more positive emotional behavior.4)The number of skilled teachers who using listening method is higher than that of novice teachers.There is a significant difference in explaining the evaluative listening and explaining the interpretive listening.On the whole,the non-verbal behaviors which are more abundant and suitable in the interaction used by skilled teacher is more than that of novice teachers.5)Based on qualitative analysis,it is found that the quality of non-verbal behavior of novice and proficient preschool teachers affects the quality of teacher-child interaction.Based on this,by considering comprehensive factors,the author focuses on the consciousness,concept,skill,teacher-child interaction quality and teacher quality to provide suggestions and strategies: to transform and strengthen awareness of the use of nonverbal behavior;to set up a natural,moderate,and proper application principlesof nonverbal behaviors;to master the targeted skills of nonverbal behavior;to improve the quality of teachers' teacher-child interaction;to improve the quality of preschool teachers' pre-service training and post-vocational training.