A Study On The Application Of Body Language In Chinese Teachers' Classroom From The Perspective Of Semiotics

With the advancement of the new curriculum reform,the traditional focus on spoken language teaching mode has far cannot satisfy the new curriculum reform the core concept of"all for the student's development",in the classroom interaction between teachers and students,teachers as the important part of information and media,in addition to voice,can also through facial expression,posture and movements,eye contact,body language such as space distance to SMS,spreading knowledge.As one of the silent languages and a special symbol,body language plays an extremely important role in the classroom teaching of Chinese teachers.American scholar of oral communication Raymond Ross once explained that in interpersonal communication,people receive information from several parts.35%of the information is verbal communication,and the rest 65%is non-verbal communication.55%of the information transmission is attributed to human facial expressions.So from the perspective of semiotics,to further explore the language teacher classroom non-verbal mining,for the language teacher's quality improvement,update teaching ideas,and to promote a new vision of Chinese classroom teaching reform with broad,appropriate to improve the teaching quality,are playing the effect to be reckoned with,is very necessary.In this article,the author will be the language teacher body language research both at home and abroad,summarizes the related content,at the same time,a more comprehensive and high depth,at the same time under the perspective of semiotics to the language teacher classroom non-verbal communication and its application study,committed to the Chinese teacher's teaching to give some revelation to China,its research and innovation in novel unique theoretical perspective and research methods.On the one hand,based on the reality,this paper systematically summarizes the theoretical basis and physiological mechanism of Chinese teachers' body language in class from the perspective of semiotics.Secondly,this paper expounds the classification and function of body language of teachers in class from the perspective of semiotics,and probes into the characteristics,problems and principles of the application of body language of Chinese teachers in class from the perspective of semiotics.Finally,through in-depth teaching practice,this paper investigates the problems and causes of Chinese teachers' use of body language in class by means of investigation,interview and other methods,explores effective methods to improve the ability of Chinese teachers' use of body language in class,and provides efficient countermeasures to improve the quality of Chinese teachers' use of body language in class.As a Chinese teacher,I strive to make full and reasonable use of body language in class,give full play to the advantages of traditional teaching,and improve the teaching effect,so as to combine tradition with modernity and cultivate teachers under the background of new curriculum reform.The content of this article can be divided into six parts:The first part--introduction,mainly including the origin of this topic,the significance of this research,the history and current situation of the research at home and abroad,the goal of this research,the innovation of the research method.The second part studies and analyzes the theoretical basis and physiological mechanism of classroom body language of Chinese teachers from the perspective of semiotics.First,the theoretical basis of Chinese teachers' body language in class is composed of three aspects semiotics,pedagogy and psychology.Second,the physiological mechanism of body language of Chinese teachers in class is divided into four parts:"flexible recognition" mechanism of spindle cells,"replication and imitation" mechanism of mirror neurons,"rapid transmission"mechanism of path nervous system,and "rational analysis" mechanism of road nervous system.The third part is a systematic study and analysis of the classification and function of body language of Chinese teachers in class from the perspective of semiotics.First,the classification of body language of Chinese teachers in class.It can be divided into:facial emoticons,eye language signs,gesture language signs,gesture signs,body distance language signs and deputy body language signs,totaling six kinds.Second,the analysis and research on the role of body language of Chinese teachers in class.Among them,the positive role of Chinese teachers' body language in class includes:the "catalyst" to improve teachers personality characteristics,the "catalyst" to develop the right hemisphere of students' brain,the "moderator" to regulate atmosphere and stimulate enthusiasm,and the "experiential agent to experience emotion and cultivate sound personality.But the Chinese teacher classroom body language also has the:damages the teacher image and distracts the student classroom attention and so on.The fourth part is about the characteristics,problems and principles of Chinese teachers'use of body language in class.First,the study on the characteristics of body language of Chinese teachers in class.Its characteristics are:image,auxiliary,independence,difference;Secondly,there are some problems in the use of body language by Chinese teachers in class.There are three types of problems:excessive body language,biased body language,body language does not conform to the age characteristics of students;Third,the Chinese teacher classroom bodylanguage application principle analysis.The use of body language by Chinese teachers in class should follow the principles of respect for students,accuracy and moderation,optimal collocation and elegance.The fifth part investigates the status quo of Chinese teachers' use of body language in class,conducts in-depth research on it and makes attribution analysis.From two dimensions of teachers and students on the teacher's classroom non-verbal communication using questionnaires and interviews,the results are analyzed and according to the present situation analysis,the reason includes the following four aspects:the teachers lack of professional identity consciousness,neglecting the students classroom feedback,teachers lack of focus their professional knowledge,professional accomplishment.Part six:effective methods and countermeasures to improve the ability of using body language in class.Analysis of the language teacher classroom non-verbal use present situation and the reasons,based on it,put forward to improve the ability of using the language teacher classroom non-verbal effective countermeasures:improve teachers' professional consciousness,enhancing classroom teaching reflection,and build interactive feedback mechanism,strengthen the classroom interaction between teachers and students,pay attention to body language knowledge accumulation,strengthen the body language science practice training,improving professional accomplishment,intensify social supervision.