A Study Of Students’ Silence In The Clssrooms Of Junior High School

Silence is the very common phenomenon in human society, although the silence of the externalperformance is silent nonverbal communications, it is because of the influence of associated factors itpasses the information about approval or denial. In the context of a particular class, students and teachersare the main body of classroom silence, but people pay more attention to students’ classroom silenceaffecting teaching. Students’ lack of enthusiasm and initiative and silence in questioning, this is a commonnegative phenomenon in the classroom. However, students’ silence to think in the classroom belongs topositive silence. Whatever kind of silence will affect the students’ physical and mental development. Juniormiddle school students in a special stage of development, their classroom silence has the representative andthe value of the research.The classroom silence is a kind of silent phenomenon existing in the classroom communicativebehaviors and the classroom is a process filled with communicative behaviors of teachers and students, sowe need carry out the research on junior middle school students’ classroom silence by observing teachingcommunicative behaviors of teachers and students. After half a year’s classroom observation, the author hasmade an observation program and an observation scale based on communication of teachers and studentsduring classroom teaching. It makes the author has a clearer picture of junior middle school students’classroom silence.Classroom silence is a phenomenon in junior middle school classroom. Specifically speaking,Different types of classroom silence, the current situation of students’ silence is different; Studentclassroom silence environment present situation, which is the student in the face of questions from differentways, different teachers’ different psychological atmosphere, different ways of teachers’ teachingmanagement, students’ silence phenomenon will have certain difference; different classroom atmospheresbring different silence phenomena.Under the guidance of constructivism and the theory of effective teaching, combined with teachingpractice and classroom observation, the author analyzes the causes of students’ classroom silence from theteacher, student and environment aspects, which are, specifically speaking, teacher’s character and the professional quality of teachers, students’ physical and mental development, students’ intelligence factorsand non-intelligence factors, classroom physical environment and cultural environment.Based on the above study, as the dominant player in the process of education, the teacher has thebiggest influence on junior middle school students. So this paper puts forward some countermeasures tocope with students’ classroom silence from the perspective of teachers, i.e., to understand classroom silencecorrectly; to set up scientific education views; to improve teaching abilities; to build a good relationshipbetween teachers and students and construct good class atmospheres.