Study On The Silence Of Students In Chinese Classes And Its Improvement Countermeasures In Hunan Township Junior High Schools

The core literacy of the Chinese subject in junior secondary school,promoting the gradual formation of correct values,essential qualities and key competencies among junior secondary school students through the teaching of the junior secondary school Chinese curriculum,is the centralised embodiment of the Chinese curriculum’s goal of teaching and educating people.The continuous exploration and improvement of classroom teaching methods and approaches around the goal of cultivating core literacy in Chinese subjects for junior secondary school students has become a key issue in enhancing the quality and standard of Chinese teaching in junior secondary schools at present.However,the phenomenon of students’ silence in junior secondary Chinese classrooms not only affects Chinese teachers’ classroom teaching and students’ learning atmosphere,but also seriously affects the achievement of students’ Chinese subject literacy goals.Through questionnaires,in-depth interviews and classroom observations,this study draws on scholars’ questionnaire forms,interview outlines and observation record sheets on student silence in junior high school Chinese classrooms,in conjunction with field theory,to develop questionnaires,interview outlines and observation record sheets on student silence in junior high school Chinese classrooms in rural Hunan.Using spss26.0 software to analyse the current situation,characteristics and types of student silence in the township junior high school Chinese classroom,followed by interviews with teachers and students and classroom observation record sheets to explore the reasons for students’ silence in the junior high school Chinese classroom.Finally,the field theory is combined to propose corresponding countermeasures for students’ silence in the middle school Chinese classroom in townships.The study found that there was a significant relationship between silence and gender and personality in the Chinese classrooms of township junior high schools.The current situation of silence during listening,silence during interaction and silence during feedback in the classroom,and the students showed the characteristics of disciplinarity,stratification and subordination,exhibiting four types of silence: submissive silence,apprehensive silence,indifferent silence and helpless silence.The reasons for students’ silence in the Chinese classroom in township junior high schools are closely related to the distressed field space,the disparity in capital in the classroom and the poor development of classroom habits.From the field theory,to break the silence of junior high school students in the Chinese classroom,three aspects need to be improved: firstly,a field environment conducive to teacher-student interaction should be reconstructed,i.e.teachers should use educational power rationally,strengthen teacher-student interaction,conduct fairness in seating,and optimise the classroom ecological environment;Secondly,the classroom capital gap should be narrowed.Students should re-examine themselves and attach importance to cultural capital;relevant school departments should optimise Chinese subject publicity strategies,break students’ prejudice against the cultural capital of Chinese subjects,reasonably allocate classroom capital and attach importance to disadvantaged student groups;thirdly,good cognitive habits should be recreated.Teachers should improve their own teaching habits and activate classroom teaching,and students should change their traditional cognitive habits and enhance their self-confidence.