Study On The Phenomenon Of College Students' Classroom Silence

As the quality of undergraduate teaching gradually becomes the core issue of highereducation research,many scholars focus their research perspective on micro-teaching situations.Thus,as an important aspect of the micro-teaching situation,the phenomenon of classroom silence has become a hot topic in the research.At present,although most researchers have realized that there are many types of classroom silence,their research is still not deep enough.For example,what types of silence exist in the classroom and how to determine students' types of classroom silence remain to be solved.This study starts with the above questions.Firstly,we sorted out and integrated the type of classroom silence mentioned in the previous study.Then,aiming to detect the type of students”classroom silence,we designed and issued the“Student Classroom Silence Type Questionnaire”.Finally,through the statistical analysis of 300 students' questionnaires we have reached the following conclusions:According to the classroom behavior of students,classroom silence can be divided into four types:ignorance silence,helpless silence,obedient silence and thinking silence.This division method has a high degree of reliability and validity.This division method can accurately measure the type of classroom silence the student belongs to in a certain situation and can be used as a measurement tool for related research in certain situations.Through the combination of qualitative research and quantitative research,we describe the current status of silence and significant features of college students.After a simple statistical analysis of the data,we found that the status quo of current college students' classroom silence is mainly reflected in three aspects:the universality of the phenomena of classroom silence,the diversity of the types of classroom silence,and the diversification of the meanings of classroom silence.Moreover,the current phenomenon of classroom silence in college students has four significant characteristics:the concomitant nature of the incident,the phase of time,the spread of space,and the influence of uncertainty.Through interviews,we summarized the causes of classroom silence from the perspective of students.There are five main causes of classroom silence:do not want to speak out due to long-term habits,dare not to speak out due to internal concerns,do not want to speak out due to the lack of investment in learning,do not want to speak out because of the lack of interest and motivation,do not want to speak out because the teacher's teaching method is too boring,etc.It can be summarized into three aspects:student individuals teachers,and the environment.Analysis of a small number of samples shows that any type of classroom silence is not caused by a single factor,and the reasons for classroom silence are pluralistic and decisive.Based on the results of comprehensive quantitative research and qualitative research,we propose the following suggestions based on the current status and characteristics of college students' classroom silence:teachers should establish a student-centered education concept,students should change their motivation for learning,and schools should improve students' learning management system.In this way,we can do our best to break classroom silence and improve the quality of undergraduate teaching in higher education.Comprehensive quantitative research and qualitative research results,in view of the current situation and characteristics of College Students' classroom silence,teachers should set up a student centered educational concept,students should change the motivation of learning,and the college should improve the management system which is beneficial to students' learning,so that the classroom silence can be broken in a definite direction,then improve the quality of undergraduate teaching in higher education.