Research Of Middle School Teachers' Nonverbal Behavior In Class

Human behaviors are usually divided into verbal behavior and nonverbal behavior.Verbal behavior mainly play the transinformation role in communication,however,nonverbal behavior usually play the supplementary explanation and auxiliary role to verbal behavior.In the classroom teaching teachers in the form of transinformation to the students to impart knowledge,the process also exists a lot of verbal behavior and nonverbal behavior.Teachers and students can communicate with the students to establish a good platform and bridge,and the appropriate nonverbal behavior can be closer to the distance between teachers and students,more and more scholars and educators have gradually recognized the teacher classroom The Importance of verbal behavior.Teachers in the classroom appropriate nonverbal behavior not only enable students to learn in a good learning experience under the knowledge,but also shaping the students good emotions,attitudes and values.However,in the actual middle school classroom,teachers do not realize that their nonverbal behavior will have an impact on the teaching effect,the nonverbal behavior is often free unconscious behavior,at the same time,for middle school teachers classroom nonverbal behavior research is relatively scarce.This kind of education environment and background,for the secondary school teachers classroom nonverbal behavior research has been urgent.The paper summarizes the literature on nonverbal behavior at domestic and abroad,and clarifies the connotation,type and function of teachers' nonverbal behavior.This paper uses the observation scale of teacher classroom nonverbal behavior from the two dimensions of performance type and function,and takes the teachers and students of Experimental School of Beijing University of Technology as the research object,and uses classroom observation method and questionnaire survey to understand the present situation of classroom nonverbal behavior.For nonverbal behavior of different types of performance and function to do in-depth analysis and inquiry,and further comparison of public classes and daily classes,liberal arts courses and other types of differences.Combined with the students' perceived use of classroom nonverbal behavior,found that teachers in the classroom nonverbal behavior in the use of unconscious nonverbal behavior,excessive use of nonverbal behavior,and teaching intentions do not match the nonverbal behavior.On this basis,the author puts forward corresponding suggestions on the optimization strategy of classroom nonverbal behavior in middle school teachers,such as learning nonverbal behavior knowledge,enhancing the use of nonverbal behavior,evaluating and reflecting their own nonverbal behavior.