A Narrative Study On The Silence Phenomenon Of Postgraduates

As China’s higher education enters the stage of popularization,it is moving towards improving the quality of graduate education and enhancing the level of highlevel talent cultivation.The quality of graduate education and teaching is crucial for the cultivation of high-quality talents in the country,and its importance cannot be underestimated.In recent years,discussions on the quality of graduate education and teaching have been constantly emerging.Classroom silence,as a micro phenomenon,is a direct reflection of the quality of graduate education and teaching.Based on this,this study aims to investigate the phenomenon of classroom silence among graduate students.This study mainly adopts educational narrative research methods,by conducting interviews and classroom observations on six individual cases to explore narrative materials and materials.Through reviewing and retelling the story,the phenomenon of classroom silence is explored in the description and deep interpretation of the story.Overall,this study consists of three parts.The first part is the characterization of classroom silence phenomenon,which includes the basic situation of the research object and the description of silence based on classroom observation.The second part is about the reasons for classroom silence,exploring the reasons that affect silence from three levels: in the classroom,the path of growth,and the inner self.In the classroom,there are mainly cognitive biases in graduate students’ learning that are a key factor in silence.The teaching teacher did not guide the classroom to form a good interactive atmosphere,and the level of students’ speaking ability affects their willingness to speak;In terms of growth,there are mainly negative teacher-student relationships that make students afraid and avoid classroom speaking,adolescent peer relationships that affect classroom learning status,and a native family atmosphere that affects communication and expression skills;In terms of self,there are mainly reasons for being limited by knowledge,ability,and thinking,unable to speak,speechless,introverted,passive,reserved,and lacking critical spirit.The third part is the transformation process,including three situations: no transformation,active transformation,and passive transformation.The transformation process presents a dynamic process of classroom silence phenomenon changes in the research object over a long period of time,and the positive changes that occur provide useful references for improving strategies.Based on research,in response to the phenomenon of classroom silence among master’s students,the author proposes that schools should further clarify the connotation of graduate education and strengthen process oriented training;Teachers should attach great importance to classroom teaching and actively build a good classroom atmosphere;Students should take classroom learning seriously,have a correct understanding of themselves,and improve their comprehensive literacy;Building a harmonious teacher-student relationship and creating a good learning environment;Emphasize family education and take the "first step" in student development as improvement strategies.