A Study Of Classroom Language Based On Humanistic Care - A Case Study

Based on the classroom audio recording of Ms. Dongmei ZHANG, who has rich experience in teaching, and a collective interview with five students, we explore her humane care classroom talk, hoping to find the ways that how her classroom talk or behavior formed and then find some educational implications.Ms. ZHANG’s classroom talk was recorded and then transcribed it into scripts. In accordance with Flanders interaction analysis system, the frequencies and characteristics of all kinds of Ms. ZHANG’s classroom talk were analyzed and compared to those of new teachers’. The scripts were divided into verbal language and body language for the convenience of sorting out and analysis. Verbal language was analyzed by three dimensions:classroom climate, teaching methods and classroom management. Body language was analyzed by the six typical behaviors of Ms. ZHANG:eye contact at the beginning of class, applause from other students as positive feedback for those who answer questions correctly, students have their hands above their heads when checked correct rate, moving around to get attention from the students, easing nervous students by touching their heads or shoulders gently. We researched on how Ms. ZHANG utilized emotion and classroom talk full of humane care to warm up the class, to motivate the students, which made a class during which the students felt that time really flies. Moreover, we explored the reasons why her lessons are efficient and why her classroom talk styles are formed. Some suggestions were made for new teachers. We expect that they have humane care classroom talk as Ms. ZHANG dose and promptly form their own style of classroom talk.By analyzing the scripts, we reached the following conclusions:Ms. ZHANG’s classroom talk style is humane care and warm; her talk makes students smile a lot, reflecting the human-centered educational philosophy, which makes students confident. Ms. ZHANG’s love for students can be felt either during teaching or class management. Warm and witted class climate contributes to students’knowledge absorbing which in turn improve the efficiency of the classroom because students are happy and relaxed in such classes. It is of great value to learn from Ms. ZHANG’s classroom talk to make ours filled with humane care.Our thesis consists of six parts. Chapter one is the preface which states the reasons why we choose this theme, explains related concepts about humane care, reviews literatures about classroom talk, and then presents our research questions and the way to answer them. Chapter two sorts out Ms. ZHANG’s classroom talk and analyze some typical episodes. Chapter three, followed by Flanders’taxonomy about classroom talk, we calculate the frequency of all kinds of classroom talk of Ms. ZHANG to find out the rate of humane care classroom talk. Chapter four, by holding a collective interview with five students, investigates the effects of her class and the reasons why her classroom talk style has formed. Chapter five makes some suggestions about how to enhance humane care by improving classroom talk for primary teachers, especially those new and young teachers.