Non-verbal Behavior Of Elementary School Mathematics Teachers In The Classroom Teaching

With the basic education curriculum reform and adjustment step bystep, the teacher in the classroom practice link and more attention. As acarrier of curriculum and knowledge-language teaching is to investigateteachers’ professional quality and operational capacity is an importantindicator, but with the corresponding non-verbal behavior equally aseffective classroom teaching methods are being widely used andperfected. Teachers often do not pay attention in teaching bodymovements, gestures, facial expressions and gestures and some silentlanguage, they organized more through teaching language to realize, butthese sound language can not replace the role played by those non-verbalbehavior role. Especially for mathematics at the primary stage of the useof non-verbal behavior, it is a manifestation of teachers to improve theirown quality. Therefore, this paper aims to study the use of classroomteaching primary and secondary school mathematics teacher nonverbal behavior situation, find out the issues that arise in the use and analysis ofthe issues for which, and finally proposes solving strategies. In this paper,an object is selected Qiqihar City, Chenzhou City and Shenyang differentregions of the North and South of mathematics teaching in a primaryschool teachers and students in the class, through the use ofquestionnaires, observations and interviews respectively, from theperspective of teachers and students in the process of collecting relevantdata and analyzed. Describes the elementary school mathematics teachersin the classroom use of non-verbal behavior of teachers in the newcurriculum status and context of the awareness level of nonverbalbehavior in the classroom as well as the use of non-verbal behaviorproblems, and finally an effective strategy based on issues elementaryschool mathematics teachers to improve non-verbal behavior in theclassroom use of the case.This paper is divided into four parts. INTRODUCTION The firstpart discusses the necessity of research, ask questions origin, significanceand related concepts defined and literature review, research questions proposed method and survey.The second part describes classroom theoretical basis of nonverbalbehavior, including teachers’ nonverbal behavior theoretical frameworkand through different classroom teachers in the actual teaching casesdemonstrated specific forms, features, functions, and the relationshipbetween behavior and speech.The third part of the questionnaire survey, observation andinterviews in different regions Primary Mathematics Classroom status ofimplementation of non-verbal behavior to do a survey, analysis of themain problems and the cause of the problem. Topics covered include twoaspects, one is non-verbal behavior of teachers in the use of themathematics classroom situation, two teachers and students in theclassroom nonverbal cognitive awareness and use of acceptance.The fourth part of the basis of the findings and the main issues, frommathematics teacher professional quality, non-verbal behavior andtraining, and practice the accumulation of objective factors improveconditions given three aspects of elementary school mathematics teachers proposed to improve the use of non-verbal behavior of an effectivestrategy.