Research On Present Situation And Transformation Strategy Of Students' Negative Silence In The Classrooms For Junior High School

At present,core competencies for Chinese student development has become a hot topic in the field of education.It not only focuses on the key abilities and necessary qualities of students' lifelong development,but also satisfies the realistic requirements of social development.Under this background,how to effectively improve the quality of teachers' teaching in the classroom and truly implement the train objective of developing students' core competencies has become a demand of the times.Classroom silence,as a nonverbal way of communication,can be divided into negative silence in the classrooms and positive silence in the classrooms based on the different functions.As a negative classroom behavior,negative silence in the classrooms not only hinders the smooth development of classroom teaching,but also affects the cultivation of students' core competencies.This is the main content of this study.Studying the negative silence in the classrooms of junior high school students is of great significance to promote good interaction between teachers and students in classrooms,and strengthen the ecological management of school classrooms.At the same time,it can also provide reference ideas and suggestions for teachers to deal with classroom problem behavior and develop students' core competencies.This research mainly used the questionnaire survey method,the classroom observation method and the interview method to investigate the present situation of students' negative silence in the classrooms for junior high school.Based on a questionnaire survey,three junior high schools in Yantai X area were selected.By sending questionnaires to 600 students,the author learned the junior high school students' perceptions and attitudes about negative silence in the classrooms,the differences and behaviors of junior high school students' negative silence in the classrooms,and the way teachers respond to negative silence in the classrooms of junior high school students.In order to give a more in-depth perspective on negative silence in the classrooms,the author entered the classroom as an observer.By observing the Chinese,mathematics,and English classes in every grade,as well as the history and biology courses in some classes,a total of 15 classes,the author had a specific perception about the three aspects of classroom environment,teachers' teaching and students' performance.Based on the purpose of confirming and enriching the survey information,15 teaching teachers who conducted classroom observation were interviewed,and 2 students were randomly selected from each grade of first grade,and a total of 8 students were interviewed.Through the survey,it is found that the current phenomenon of negative silence in the classrooms of junior high school students is widespread,showing three major differences in gender,grade and discipline,with universal,staged,radioactive and concomitant;the expression of negative silence in the classrooms of junior high school students is diversified and can be divided into different types;middle level students are the majority of junior high school students' negative silence in the classrooms;junior high school students' active negative silence is more than passive negative silence.Specifically,the reasons for such a situation include students' introverted personality,improper learning motivation,deviation of self-concept and weak learning ability;teachers' teaching methods are traditional,classroom questions lack skills,assessment methods focus on test results,and lack of emotional communication between teachers and students;the school class size is too large,the seat arrangement is unreasonable,and the classroom atmosphere is boring;parental rearing style is misbranded,family atmosphere is not harmonious,and family structure is deficient,and so on.In order to reverse this situation and break the negative silence in the classrooms of junior high school students,the students themselves,teachers,schools and parents should use certain methods and strategies to promote their transformation into positive behaviors.The basic strategies for transformation include students' introspective improvement strategies,the teacher-oriented conversion strategies,the school education ecological stimulus-based building strategies and the family growth environmental regulation-based solution strategies.