A Study On College Students' Classroom Expression From The Perspective Of Power Distanc

China’s higher education began to develop in the 1990 s and entered the universal stage in 2019.However,with the rapid expansion of the scale of education,the quality of higher education comes one after another.Among them,the "silent class" caused by students’ silence in college classroom teaching has attracted much attention.Based on the power distance theory and the grounded theory research method,this study conducted in-depth interviews with 15 undergraduate students and analyzed the original data collected by Nvivo software to understand the current situation of college students’ classroom expression behavior and explore the influencing factors of students’ classroom expression behavior.The results show that students’ feelings and behaviors of classroom expression vary with the power distance between teachers and students.From the shepherd style with low functional distance and emotional distance to the paternalistic style with high functional distance and low emotional distance,students’ expression changes from active questioning and expression to selective initiative,that is,the amount and timing of expression are determined by their familiarity with teachers.From paternalism to centralization with high functional distance and high emotional distance,students’ expression changes from selective initiative to passive learning and expression,and many questions generated in class cannot ask teachers for help in time,and to the market with low functional distance and low emotional distance,students’ expression behavior in class is in a state of "dissociation".The influencing factors of college students’ classroom expression include subjective and objective aspects.Subjective factors include two aspects: the use of power by teachers and the concept of students.The use of power by teachers is embodied in the grasp of the functional distance and emotional distance between teachers and students in the teaching behavior,and the influence of the concept of students is embodied in the self-cognition of students,the perception of the role of teachers and the learning attitude of students.Objective factors include class atmosphere and course type.Class atmosphere specifically includes the influence of classmates and the spatial location relationship between teachers and students.Course type specifically includes whether the nature of a course is a specialized course,students’ course achievement and the goals pursued by students.Based on the above research results,this study proposes the main strategies to improve the expression of college students in the classroom: college teaching should encourage teachers to reduce the emotional distance between teachers and students,pay attention to the emotional needs of students,strengthen the communication with students,and build a good relationship between teachers and students;Pay attention to optimize the distribution of classroom functions between teachers and students,weaken the role of teachers,and promote equal dialogue between teachers and students;We should return to student humanism,take students as the center and teachers as the "guide" of students.The evaluation of students should be guided by "individualized measures",encourage students to actively participate in classroom expression,arouse students’ passion for expression,and jointly build a wonderful classroom..