External Expression Of Silence And Inner Participation Of Thinking:An Empirical Study Of Chinese Students' Learning Characteristics In Large Class

Compared with the lively and energetic classrooms in the West,the students' classroom in our country often gives the impression of depress and dull,which is precisely the place where the education of East Asia is criticized.That is,the students in the classroom without speech expression are going on a kind of passive learning,instilled learning,and a kind of unequal learning.Their participation in the classroom is low.Then,do students who are silent in class fail to participate in deep thinking?Silent classroom learners,the quality of their learning must not be high?"Open" is the only way to have the best learning?To solve the above problems,it is necessary to make a thorough and detailed analysis of the educational culture of Chinese students.In essence,how to solve the phenomenon of students' silent learning in general class and even more wide range and improve the quality of college class is an important subject worth exploring in depth.This paper uses quantitative research methods to randomly selecte 16 general courses in Nanjing University from the first half of 2016 as the survey data sources,starting from the basic background,motivation,dimensions of learning engagement and learning results of students,in the perspective of "Silence(external behavior)-participation(inner state of thinking)" to explore the learning characteristics of large classes of students under China.The specific findings are as follows:Firstly,the level of parents' expectation has a significant influence on the students'classroom learning behavior.Among them,the silent participants and the open-minded participants considered that the parents' expectation level was "very high" accounted for nearly 35%.Secondly,there are significant differences between four classes of general practitioners in choosing motivation,learning methods and curriculum goals.Thirdly,thinking participation is the key factor in determining students' learning achievement.In the case of controlling the related variables,the silent participants and the open minded participants were still significantly higher in learning effectiveness than the other two groups.Fourthly,teachers' teaching ability is an important factor affecting the achievement of students' general curriculum goals.In addition to no significant impact on the silent participants(but positive impact),teachers' teaching ability has a significant positive effect on the achievement of the course goals of the other three groups.Based on the above findings,this study puts forward some pertinent suggestions for the curriculum reform under the background of big class,in order to reexamine the unique learning characteristics of Chinese students' "classroom silence",and to provide reference and help for the school curriculum improvement and the improvement of the level of school running.Firstly,with the development of individual life purport,respect their right to silence;Secondly,to promote the depth of thinking of students participation;Thirdly,to enhance teachers' teaching ability study on generating teaching,teaching culture,teaching improvement;Fourthly,pay attention to the incentive effect and make full use of external motivation in learning;Fifthly,promote altruistic elements in Chinese traditional culture.