Research On Classroom Nonverbal Behavior Of Primary School Chinese Teachers From The Perspective Of Embodied Cognition ——A Case Study Of J Primary School In Anqing City

Chinese classroom is often endowed with humanistic characteristics.In classroom teaching,educators tend to pay attention to teachers’ speech acts and relatively ignore the use of teachers’ nonverbal acts in classroom.However,as far as students are concerned,they pay more attention to teachers’ nonverbal behavior.The reason is that teachers’ nonverbal behavior has the irreplaceable embodiment of verbal behavior.Students like to interpret the signals sent by teachers in the classroom by observing teachers’ nonverbal behaviors such as body movements and facial changes,so as to improve the effect of classroom learning.Therefore,it is very necessary to study teachers’ specific nonverbal behavior.A Chinese class with both voice and emotion is inseparable from the appropriate cooperation of verbal behavior and nonverbal behavior,especially in the primary school Chinese classroom.From this study and the cognitive perspective,by means of classroom observation,questionnaire and interview method to J primary school Chinese teachers’ nonverbal behavior in class field survey found that the teachers in the process of using existing unreasonable use symbolic action,declarative action less used,instrumental action problems such as lack of balance,adaptive action affect itself.The major causes of these problems are insufficient recognition of teacher quality is not high and the school two aspects,the detailed performance for teachers’ insufficient understanding of nonverbal behavior,the influence of bad nonverbal behavior habits,and nonverbal behavior control,inadequate attention school teachers nonverbal behavior,school,work stress on the impact of nonverbal behavior.Finally,aiming at the existing problems,this paper puts forward some countermeasures to improve the non-verbal behavior literacy of primary school Chinese teachers and strengthen the management of teachers’ non-verbal behavior in the classroom.Specifically,teachers should strengthen the study of relevant theories,grasp the non-verbal behaviors combined with subject characteristics,and select non-verbal behaviors based on students’ preferences.Schools should strengthen the teaching and training of teachers,refine the assessment and evaluation,and provide opportunities for learning and communication.Therefore,it is urgent to improve the overall classroom non-verbal behavior literacy of contemporary primary school Chinese teachers.