The Research On The Inlfuence Of Students’ Classroom Silence On The Academic Achievement Among Junior Middle School Students

"Silence" is a kind of social behavior, soundless but meaningful. Classroomsilence is the soundless communication behavior that occurs in class between teachersand students or students and students. Students’ silence is a kind of classroom silence;it is one kind of the students’ classroom behavior. Students’ classroom behavior affectsteachers’ teaching efficiency and students’ learning efficiency, and it also affectsstudents’ academic achievement. Considering the demands of "people-oriented"concepts of the curriculum reform and the special psychological developmentcharacteristics of junior middle school students, this research takes students in juniormiddle school as the main research object, explores the relationship between students’classroom silence and students’ academic achievement.This study takes Linguistics, Communication and Pedagogy as the perspectives,to consider and intemperate the classroom silence for junior middle school students, toexplore classroom silence effects on the academic achievement in junior middle schoolstudents. Then designing, implementing and analyzing the questionnaire. which is themain method, so as the main research tool of this study. First, designing the open-ended questionnaire and gathering the relative information from the group of juniormiddle school students, school teachers and school administrators group and expertgroup for advice. Then, designing the closed questionnaire and testing its reliabilityand its validity. The forming of scientific dimension and the corresponding item of thequestionnaire is based on solicit opinions from the experts. And the results showedthat the questionnaire has good content validity and internal consistency reliability.This research takes the students in X Junior Middle School as the research object,investigates the classroom silence of junior middle school students and its maininfluencing factors.Using SPSS17.0as the main research tool to do the statisticalanalysis of data processing and exploring the classroom silence direct impact onacademic performance and its indirect effects by path analysis. The result shows: Classroom silence of junior middle school students is serious as a whole, and there’sno significant correlation with academic grade, but significantly negative correlationwith math scores; However, the interest or motivation of Junior middle school students,the way of teachers’ feedback are both significantly associated with the classroomsilence, and they affect academic performance through students’ classroomsilence.Thus, Classroom silence plays an indirect effect.Analyzing the results and discussion, the main research conclusions are listed asfollows:1.Classroom silence of junior middle school students is serious overall，especially the silence after classroom questioning. Therefore, teachers should payattention to this phenomenon, and do self-reflection in the aspect of classroomquestioning.2. The main factors that influence the students’ classroom silence are bothstudents’ own factors and teachers’. To decrease this phenomenon, on the one hand,teachers are required to pay attention to guide the student to maintain a positiveemotion, arouse the students’ interest and motivation in learning, accept the personalitycharacteristics of students, help students set up correct concepts; on the other hand,they are required to improve classroom questioning strategies, improve the ways ofteaching feedback, change the traditional teaching style, improve their own quality.3.The students ‘classroom silence has significant negative with math scores, andmathematics learning needs open mind, therefore, further communication and sharingbetween teachers and students or students and students is beneficial to broadenstudents’ mind and promote mathematical achievement.4. It is a reasonable intervening way to improve classroom silence and enhancestudents’ academic performance by enhancing students’ interest, changing irrationalconcept and improving the teachers’ questioning strategies or feedback.