A Study On The Status Quo And Influencing Factors Of Classroom Silence In Primary Schools

Vigorously promoting the reform of basic education and cultivating talents in the new era are the focus of improving the quality of education.Classroom silence,as a common phenomenon in primary school classrooms,contains rich and complicated educational implications.Negative classroom silence not only affects students’ physical and mental development and language expression,but also affects teachers’ educational enthusiasm and innovation of educational means,hinders teaching interaction,and affects classroom quality.Therefore,exploring the status quo and influencing factors of classroom silence in primary schools is not only a value orientation of educating people,but also a realistic demand for reforming teaching and improving classroom quality.A key review of the literature related to classroom silence,it is found that the existing literature on classroom silence is mostly concentrated in the junior high school and above,and the research on primary school is relatively small.Taking into account the cognitive level and psychological characteristics of primary school students in grades 1-3,the research objects are students in the middle and upper grades of primary school.By observing their behaviors in primary school classrooms,this paper explores the causes of primary school students’ classroom silence,in order to put forward some suggestions for primary school classroom silence.Taking primary school teachers and students as the main object of the grounded research,the interview objects were selected from the gender,age,education background,teaching age,position,teaching grade and subjects of teachers,and finally 22 excellent teachers were selected as the objects of this in-depth interview;students Considering teachers’ feedback and students’ performance in classroom observation,18 primary school students were finally selected as interview subjects.Interviews were conducted with the above research subjects.The interview results were entered into NVivo 12.0Plus for grounded theory three-level coding analysis,forming a theoretical model of grounded research on silence in primary school classrooms.According to the dimension of the grounded theoretical model,the classroom performance of primary school classroom silence is divided into three dimensions: behavioral performance,emotional performance and thinking performance,and combined with interviews and literature,the "Questionnaire on the Status of Silence in Primary School Classrooms" is designed.Using quantitative research methods,using SPSS 23.0,AMOS 24.0 and other research tools to analyze the current situation of classroom silence in primary schools.Through data analysis,the following conclusions are drawn: On the whole,there is classroom silence in primary schools.Among them,behavioral performance is the most obvious form of expression,silent students like to be busy with other things in class;in emotional performance,students who do not like to speak have the highest score;in thinking performance,daze is the most common form of thinking silence.In addition,there is no significant difference in classroom silence in terms of gender and only child;in terms of grades,there is no significant difference in the performance of primary school students’ classroom silence behavior,but there are significant differences in thinking performance and emotional performance.As the grades of students increased,there was no difference in their external behavior,but their internal performance（thinking performance,emotional performance）became more prominent.The family economic capital generated by the different occupations of parents affects the classroom silence of primary school students.There are significant differences in the behavioral performance of mother’s occupation in primary school classroom silence,but there is no significant difference in emotional performance and thinking performance;the lower the parents’ educational level,the weaker the family cultural capital,and the primary school students are more likely to be silent in the classroom;the neglectful parenting style has a negative effect on the silence in the classroom The influence is significantly higher than that of other parenting methods;primary school students whose grades are temporarily behind have significantly higher classroom silence scores than other students;dull classroom atmosphere is more likely to produce classroom silence than other classroom atmospheres,and when the classroom is dull,primary school students are more likely to be silent in the classroom.There was no significant difference in emotional performance,but there were significant differences in behavioral performance and thinking performance.Class atmosphere affects the behavioral performance and thinking performance of primary school students’ silence in class,and does not affect the positive degree of primary school students’ participation in the classroom emotionally.Relying on the cause coding of the grounded theoretical model of classroom silence in primary schools,it is integrated according to its internal logic,and divided into three levels:macro,meso and micro.Using qualitative research methods,it explores the influencing factors through interview data,conducts cause analysis,and finds out : The more confident students are in their psychological state and the more outgoing their personality,the less likely they are to be silent in the classroom;the better the students’ peer relationships,the easier they are to express themselves in the classroom when they are guided by role models;the higher the teacher’s educational literacy,the more appropriate The more harmonious the relationship between students and the more democratic the head teacher’s management style,the easier it is to eliminate classroom silence;another main factor for primary school students to be silent in the classroom is the family upbringing environment,in which the family cultural environment has an important impact on the classroom silence in primary schools;school facilities and equipment,class size,The seat distribution of primary school students,as an objective factor,can improve the interaction efficiency of teachers and students to a certain extent;the influence of social networks,traditional cultural customs and test-taking environment subtly affect the classroom participation of primary school students,and affect the formation of primary school students’ outlook on life,values,and world outlook.Combined with the current situation and influencing factors of classroom silence in primary schools,four suggestions for classroom silence in primary schools are constructed.First,overcome psychological obstacles: "believe in yourself and I can";second,treat students with a normal mind and play their responsibilities to encourage students to actively participate;third,build a "promoting" atmosphere and improve the comprehensive quality of parents;fourth,strengthen System construction,strengthen service support,and achieve "two swords".