Study Of Teachers In Classroom Teaching Three-dimensional Expression

Teachers send teaching messages to students by various expressive acts in classroom instruction. The communication between the teacher and students, and the effect of class education depend straightly on the presentation skills of the teacher. Different expressive acts should be appropriately used together to achieve the classroom instruction, because the teaching message transmission is multi-channeled. Thus, an integral survey of the teacher’s expressive acts in classroom instruction is necessary.This research reviews domestic and foreign literatures about the expressive acts of teachers. Most existing work discussed a specific topic of the expressive acts of teachers in detail, but seldom analyzed them as a whole. There are abundance researches on verbal, nonverbal and blackboard-writing expressions, which can be used for reference in this study.In this study, the meaning and the composition of the teacher’s integrative expression in classroom instruction are analyzed by delicate speculative methods. And its theoretical model is made. Its characters and functions are also discussed. The whole of teacher’s integrative expression in classroom instruction is made up by three subsystems:auditory channel expression, motional and postural channel expression and symbolic channel expression. It has several prominent characters such as accompaniment, consistency of intent, situational dependence and appropriateness. It ensures the transmission of teaching message, promotes the emotion between the teacher and students, organizes and controls the instruction process effectively and promotes students to be overall, etc.In order to keep an eye on the instructional practice, this study investigates the teacher’s integrative expression in classroom instruction realistically as well. A train of observation scales were designed to investigate the level of the teacher’s integrative expression by observing the process of classroom instruction. Through the observation, we have found that teachers can use diversified expressive acts synthetically during instruction. And different expressive methods have some consistency.At last, this paper focuses on the topic that how a teacher can improve the level of his or her integrative expression. There are several factors that can effect the teacher’s integrative expression in classroom instruction:the teacher’s own professional teaching attainment, ability of thinking and moral character, emotion and emotional state, and individual feature, etc. This paper gives different strategies for a teacher to improve the level of integrative expression, such as introspecting the behaviors of expression, enhancing the teaching cultivation and accumulating practical experiences, etc.