Research On The Status Quo Of Classroom Silence And Its Influencing Factors Of Secondary Vocational Students

With the continuous deepening of curriculum reform and the continuous development of teaching practice,proactive,dialogue and communication have become what the secondary vocational students should be in the classroom.However,on the one hand,silence is common in secondary vocational classrooms,and on the other hand,there are few related studies on classroom silence of secondary vocational students.Therefore,the research uses quantitative analysis to interpret the status quo of classroom silence and the main influencing factors of silence in secondary vocational students,and proposes targeted suggestions accordingly.The research is based on the "Questionnaire of College Students’ Classroom Silence and Learning Gains" compiled by Zhang Ling and others,and the "Conservative Classroom Behavior Tendency Scale of Chinese Students" compiled by Lv Linhai and Zhang Hongxia,and revised the "Questionnaire of Secondary Vocational Students’ Classroom Silence" that conforms to the cognitive levels of secondary vocational students.After the test,a formal questionnaire is formed by item analysis,factor analysis,and reliability and validity analysis.First,perform cluster analysis on the data from the formal questionnaire to identify the silent and non-silent in the classroom.Further use the independent sample t test to compare whether there is a difference in learning gains between silent and non-silent.Then,through regression analysis,we find out the main influencing factors of vocational school students’ classroom silence,and finally use path analysis to explore the relationship between the influencing factors.Using the above questionnaire,a survey was conducted among 343 secondary vocational students from X School in Lanzhou City.The results showed that:(1)Silencers accounted for 54.2% of the survey respondents,more than non-silent ones,and the learning gains of silent ones were significantly less than those of non-silent ones.The current situation of silence in the classroom of secondary vocational students is not optimistic;(2)Individual factors have the greatest impact on the degree of silence,followed by teacher factors,and lastly by environmental factors.In the comprehensive influence mechanism of silence,it is found that teacher factors will indirectly affect the degree of classroom silence by affecting the psychology and ability of secondary vocational students.Specifically,the teacher’s teaching ability,teaching style and teaching attitude will have an indirect and significant influence on the degree of silence by affecting students’ defensive psychology,indifference psychology and individual ability;(3)Insufficient individual ability is the most important factor that affects the classroom silence of secondary vocational students.In response to the above conclusions,this study puts forward relevant suggestions for frontline teachers in secondary vocational schools,in order to effectively alleviate the classroom silence of secondary vocational students.