Understanding Silence:A Study On The "Invisible" Phenomenon Of Students In Classroom Teaching

The improvement of the quality of compulsory education needs to sink the research perspective to focus on students' living conditions in classroom teaching practice.In classroom teaching,student silence is a habitually existing form of expression.Paying attention to,examining and understanding it,and exploring its reasons and ways of improvement are responses to the country's improvement of the quality of compulsory education and deepening of the quality of classroom teaching reforms.Exploration is the need to deepen the practice of education reform.This research aims to investigate the silent students in classroom teaching from the perspective of "understanding" methodology,through observation and interview methods to find four types of classroom silence which are students have classroom silence as implicit participation,self-protection in classroom teaching,classroom silence as avoidance and classroom silence as resistance.Therefore,starting from the four types of silence,we understand and recognize the realistic representations of students' classroom silence,and strive to truly express the current students' silence in the classroom.In the perspective of the reasons for students' silence in classroom teaching,it was found that some of the teachers' concepts,abilities and behaviors in classroom teaching led to students' gradual silence.The neglect,distance and rejection of peer groups led to students' active silence.The students' academic performance,personality,and the complexity of family caused them to become increasingly silent.Through the understanding of students' “invisible” in the classroom,in order to promote students' active classroom participation in silence,teachers should recognize the existence of students' silent participation in the classroom as implicit participation in the classroom,and understand and guide self-protective silencers to be open.Teachers need to guide the avoidant silencer to actively face difficulties and provide assistance.Finally,we must treat the protesting silence in the classroom dialectically,so that we can teach students in accordance with their aptitude and implement policies.Finally,this research attempts to use “understanding” as a new methodological effort to examine students' silence in class.That is to say,the understanding of students' silence means whether it is the professional growth of teachers,the improvement of students' learning quality,and the research of educational theories,it has important value at the methodological level.At the same time,as a methodological endeavor,"understanding" means that both researchers and teachers need to have the quality of listening.Therefore,this research hopes to promote mutual understanding between teachers and students that students achieve better classroom participation and build a harmonious and symbiotic relationship with teachers,aiming to promote the improvement of classroom education and teaching quality.