Research On Non-verbal Behavior Of Music Novice Teachers In Junior High School

In recent years,the“behavior”of teacher classrooms has attracted the attention of researchers in education and teaching.However,for a long period of time,most of the research mainly focused on the“verbal behavior”in the teaching of teachers,mostly focusing on the verbal ability of teachers,but neglecting the “non-verbal behavior”of teachers.Especially for novice teachers who have just entered the education career,experience and ability,they will face more challenges.Therefore,this study selects the junior high school music novice teacher as the research object,establishes the“class nonverbal behavior”as the research theme,based on the scientific research theory and the practical principle of seeking truth from facts,on the one hand,discusses and analyzes the nonverbal behavior of the beginner music novice teacher classroom.On the other hand,through the observation of the junior middle school music class,we can find the observational ideas of the non-verbal behavior of the novice teachers of music,and try to explore a new path for the professional development of teachers.In this study,we will focus on the following major aspects:Firstly,the concept of non-verbal behavior related to the novice teachers in junior high school music.Firstly,the core concepts of this study are “non-verbal behavior”,“music novice teacher”and“non-verbal behavior of novice teachers of music”.Secondly,the theoretical basis and role of non-verbal behavior research in music novice teachers are discussed.Secondly,the non-verbal behavior of music novice teachers is presented in the classroom teaching.Firstly,it expounds the important factors that determine the expression of nonverbal behaviors,which are explained by the commonality of music disciplines and other disciplines.Secondly,it introduces the specific presentation of non-verbal behaviors of music novice teachers in the classroom,mainly from Dynamic class,static class and interpersonal class are explained.Thirdly,the status quo of non-verbal behavior in the classroom of novice teachers in junior high school music.In order to understand the current situation of non-verbal behaviors of music novice teachers,this study illustrates the purpose and specific implementation of the study,designed teacher questionnaires,student questionnairesand teacher interview outlines,student interview outlines,survey teachers and students for teacher classrooms Non-verbal behavioral cognition and attitude,understanding the situation of non-verbal behavior teaching of novice teachers in real music lessons.After investigation,it is found that music novice teachers will use non-verbal behaviors,but there are some problems: music novice teachers do not know deeply about nonverbal behaviors,improper use,can not communicate effectively with students through nonverbal behaviors,and the teaching objectives are not well achieved.Music novice teachers lack self-reflection and research.In addition,from the perspective of students,the existence of these problems is further explained,and the reasons are analyzed by comparing the differences between non-verbal behavior teaching of novice teachers and experienced teachers.Fourthly,from the multi-angle and multi-dimensionality,the optimization strategies of non-verbal behaviors in junior high school music novice teachers are proposed.Based on the effective data of the previous music routine classroom observation,collection and analysis,it fits the scientific development law of the music novice teachers to comprehensively improve,and explores the feasibility strategy of optimizing the music non-verbal behavior of the novice teacher classroom.First,it is aimed at music novice teachers.This paper proposes an optimization strategy,which promotes the use of non-verbal behavior teaching by music novice teachers and deepens their cognition.Secondly,it proposes an optimization strategy for teacher-student relationship.Based on the communicative function of non-verbal behavior,it cultivates tacit understanding and comprehensiveness from different teachers and students.Focus on the students to carry out the development;the third is to propose optimization strategies for the school,including innovative music novice teachers classroom non-verbal behavior training mode,broaden its development path;finally,focus on other angles of optimization strategies,mainly divided into educational administration departments and normal colleges Two aspects.In summary,this thesis combines theory and practice to improve the non-verbal behavior of junior high school music novice teachers and solve the problems existing in teaching.From the teaching,it is found that novice teachers understand and operate in "nonverbal behavior".Many problems on it.This research will analyze the problem from multiple dimensions and propose solutions from multiple angles.It aims to help beginners of junior high school music solve a series of problems in the cognitive field and practice field in the classroom "non-verbal behavior",trying to broaden the musicnovice.An effective way for teachers to develop nonverbal behaviors,to promote the professional development of music novice teachers and their growth in the professional life of teachers.