小学教师课堂非言语行为对师生亲疏关系的影响研究
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摘要
在课堂教学中,师生之间的非言语交流占很大比例,教师的非言语行为对于构建融洽的、理解的与可交流的师生关系起着非常重要的作用。通过对大连市(包括普兰店市)两所小学现场教学的观察与对两位班主任教师、大量学生的深入访谈结果显示,教师的非言语行为对师生之间亲疏关系的形成起着非常重要的作用。研究发现,教师的课堂非言语行为对师生之间融洽的、理解的、可交流的、误解的与对抗的关系的影响主要集中在五个方面,即:1.教师使用非言语行为的意图是否善意;2.教师的课堂非言语行为是否具有恰当的自我意识与高度的自我控制;3.师生之间的非言语交流是否顺畅;4.教师非言语行为的使用是否与课堂氛围相一致;5.非言语行为使用的程度是否恰当,能否自然运用。在师生亲疏关系中,融洽、理解的师生关系是我们鼓励并积极构建的。通过对所观察班级中师生课堂行为的观察和分析,教师课堂非言语行为的使用具有对象性与选择性,这种对象性与选择性会使教师与大约23.81%的学生之间比较容易产生误解的或对抗的师生关系。对此,教师可以通过五个方面的努力来改善师生之间误解、对抗的师生关系,构建融洽、理解与可交流的师生关系,即:1.让“爱的非言语”贯穿课堂始终;2.加强教师对课堂非言语行为的自我意识和自我控制;3.提高教师运用非言语行为进行师生沟通的技巧;4.增强教师非言语行为与课堂氛围的契合度;5.把握非言语行为的“度”。
During classroom teaching, the nonverbal communion between teacher and students accounts for a large proportion, and teacher’s nonverbal behavior plays a very important role for constructing harmonious, understanding and exchangeable teacher-student relationship. Through observing On-the-Spot teaching in two elementary schools in Dalian, including in Pulandian, and interviewing in-depth two headteachers and lots of students, the result shows that teacher’s nonverbal behavior plays a very important role for forming the relationship between teacher and students.The study discovers that the influence of teacher’s nonverbal behavior in classroom teaching on the relationship between teacher and students mainly concentrates in five aspects, that is, 1 whether the intention of teacher’s using nonverbal behavior is kind; 2 whether nonverbal behavior in classroom teaching has appropriate self-awareness and high self-control;3 whether the nonverbal communion between teacher and students is smooth; 4 whether the usage of teacher’s nonverbal behavior is consistent with classroom atmosphere; 5 whether the usage of nonverbal behavior is appropriate and natural. As for the relationship between teacher and students, we encourage and positively construct harmonious and understanding teacher-student relationship. Through observing and analyzing the behavior of the teacher and students in the observed classroom, the usage of teacher’s nonverbal behavior has object and selectivity which can make teacher and about 23.81% students come into being misapprehensive and opposed teacher-student relationship. Regarding it, teachers can construct harmonious, understanding and exchangeable teacher-student relationship through their efforts in five aspects in order to improve misapprehensive and opposed teacher-student relationship, that is, 1 making“love non-spoken language”pass through the class; 2 strengthening teacher’s self-awareness and high self-control on the teaching nonverbal behavior; 3 improving the skills of teacher-students communication by teacher’s using nonverbal behavior; 4 strenghening the correspondence of teacher’s nonverbal behavior and classroom atmosphere; 5 grasping the degree of nonverbal behavior.
During classroom teaching, the nonverbal communion between teacher and students accounts for a large proportion, and teacher’s nonverbal behavior plays a very important role for constructing harmonious, understanding and exchangeable teacher-student relationship. Through observing On-the-Spot teaching in two elementary schools in Dalian, including in Pulandian, and interviewing in-depth two headteachers and lots of students, the result shows that teacher’s nonverbal behavior plays a very important role for forming the relationship between teacher and students.The study discovers that the influence of teacher’s nonverbal behavior in classroom teaching on the relationship between teacher and students mainly concentrates in five aspects, that is, 1 whether the intention of teacher’s using nonverbal behavior is kind; 2 whether nonverbal behavior in classroom teaching has appropriate self-awareness and high self-control;3 whether the nonverbal communion between teacher and students is smooth; 4 whether the usage of teacher’s nonverbal behavior is consistent with classroom atmosphere; 5 whether the usage of nonverbal behavior is appropriate and natural. As for the relationship between teacher and students, we encourage and positively construct harmonious and understanding teacher-student relationship. Through observing and analyzing the behavior of the teacher and students in the observed classroom, the usage of teacher’s nonverbal behavior has object and selectivity which can make teacher and about 23.81% students come into being misapprehensive and opposed teacher-student relationship. Regarding it, teachers can construct harmonious, understanding and exchangeable teacher-student relationship through their efforts in five aspects in order to improve misapprehensive and opposed teacher-student relationship, that is, 1 making“love non-spoken language”pass through the class; 2 strengthening teacher’s self-awareness and high self-control on the teaching nonverbal behavior; 3 improving the skills of teacher-students communication by teacher’s using nonverbal behavior; 4 strenghening the correspondence of teacher’s nonverbal behavior and classroom atmosphere; 5 grasping the degree of nonverbal behavior.
引文
[1]转引自张勇译.美国关于体态语言研究.外国中小学教育.1988.6:25-26
[2]庄继禹.动作语言学.长沙:湖南文艺出版社,1988:6, 82
[3]转引自朱作仁.一项填补国内空白的创造性研究——评《教师体态语言艺术》.山东师大学报(社科版),1993,(4)
[4]W.施拉姆、W.波特著,陈亮等译.传播学概论.北京:新华出版社,1984:76.
[5]周晓红.现代社会心理学.上海:上海人民出版社,1997
[6]转引自方展画.非智力因素的影响机制——非言语交流.教育研究,1988(4)
[7]江绍伦著,邵瑞珍译.教与育的心理学.南昌:江西教育出版社,1985:136
[8]李振村、庄锦英.教师体态语言艺术.济南:山东教育出版社,1993:150
[9]陈原.社会语言学.上海:学林出版社,1983:178
[10](美)马兰德罗,(美)巴克著,孟小平译.非言语交流.北京语言学院出版社,1991:14-15
[11]人民教育出版社编.毛泽东论教育.北京:人民教育出版社,1967
[12]陈望道.修辞学发凡.上海:上海人民出版社,1979:25
[13]肖川.论教学与交往.教育研究,1999,(2)
[14]《教育心理学》全国统编教材编写组.教育心理学参考资料选辑.济南:山东教育出版社,1982:418,437
[15]毕继万.跨文化非言语交际.北京:外语教学与研究出版社,1987,(6)
[16](比利时)G.德朗舍尔著,张仁杰译.对课堂口头语言互动的分析.外国教育资料,1992,(3)
[17]江绍伦著,邵瑞珍译.教与育的心理学.南昌:江西教育出版社,1985:136
[18]陈原.社会语言学.上海:学林出版社,1983:178
[19]李振村、庄锦英.教师体态语言艺术.济南:山东教育出版社,1993:150.
[20]吴也显主编.教学论新编.北京:教育科学出版社,1991:488-495
[21]尹宗利.姿势教学语汇初探.南京师大学报(社科版),1995,(2)
[22]孙乐民、高以芹.教师的微笑效应初探.山东教育,1992,(11)
[23]储召红、方绪平.此时无声胜有声——浅谈教师亩关于课堂教学.现代中小学教育,1999(4)
[24](苏)A.C.马卡连柯著,刘昌送、杨慕之译.论共产主义教育[M].北京:人民教育出版社,1981:407
[25](美)D.阿姆斯特朗等著,高佩等译.中学教师使用教学技能.北京:中国劳动出版社,1991:362
[26]转引自郝瑜.非言语行为交际及其在外语教学中的含义.延安大学学报(社科版),1996,(2)
[27]转引自郝瑜.非言语行为交际及其在外语教学中的含义.延安大学学报(社科版),1996,(2)
[28]引自张勇译.美国关于体态语言研究.外国中小学教育,1988,(6)
[29]杨心德.学生对 教师课堂行 为的 认 知 及 其 对 学 习 的影 响.心 理科 学 通讯 ,1990(4):19-23,60
[30]任 杰 .课 堂 情 境 中 师 生 情 感 互 动 特 点 的 研 究 .广 州 师 院 学 报 .1999( 8):60-65.
[31]屠国元、丁蕙.教师非言语行为对课堂气氛的影响.中南大学学报(社会科学版).2003(4):517-520
[32]陈向明.质的研究方法与社会科学研究.教育科学出版社,2000:12
[33]陈向明.质的研究方法与社会科学研究.教育科学出版社,2000:6
[34]陈向明.教师如何作质的研究.北京:教育科学出版社,2001:169
[35]陈向明.教师如何作质的研究.北京:教育科学出版社,2001:169
[36]编写组.教育学基础——全国十二所重点师范大学联合编写.教育科学出版社,2002:121
[37]周鹏生著.教师非言语行为研究简论.民族出版社,2006.9:83
[38]转引自周鹏生著.教师非言语行为研究简论.民族出版社,2006.9:86
[39]章再书、刘平著.请别忽视体态语言.石油教育.1998,11:55-56
[2]庄继禹.动作语言学.长沙:湖南文艺出版社,1988:6, 82
[3]转引自朱作仁.一项填补国内空白的创造性研究——评《教师体态语言艺术》.山东师大学报(社科版),1993,(4)
[4]W.施拉姆、W.波特著,陈亮等译.传播学概论.北京:新华出版社,1984:76.
[5]周晓红.现代社会心理学.上海:上海人民出版社,1997
[6]转引自方展画.非智力因素的影响机制——非言语交流.教育研究,1988(4)
[7]江绍伦著,邵瑞珍译.教与育的心理学.南昌:江西教育出版社,1985:136
[8]李振村、庄锦英.教师体态语言艺术.济南:山东教育出版社,1993:150
[9]陈原.社会语言学.上海:学林出版社,1983:178
[10](美)马兰德罗,(美)巴克著,孟小平译.非言语交流.北京语言学院出版社,1991:14-15
[11]人民教育出版社编.毛泽东论教育.北京:人民教育出版社,1967
[12]陈望道.修辞学发凡.上海:上海人民出版社,1979:25
[13]肖川.论教学与交往.教育研究,1999,(2)
[14]《教育心理学》全国统编教材编写组.教育心理学参考资料选辑.济南:山东教育出版社,1982:418,437
[15]毕继万.跨文化非言语交际.北京:外语教学与研究出版社,1987,(6)
[16](比利时)G.德朗舍尔著,张仁杰译.对课堂口头语言互动的分析.外国教育资料,1992,(3)
[17]江绍伦著,邵瑞珍译.教与育的心理学.南昌:江西教育出版社,1985:136
[18]陈原.社会语言学.上海:学林出版社,1983:178
[19]李振村、庄锦英.教师体态语言艺术.济南:山东教育出版社,1993:150.
[20]吴也显主编.教学论新编.北京:教育科学出版社,1991:488-495
[21]尹宗利.姿势教学语汇初探.南京师大学报(社科版),1995,(2)
[22]孙乐民、高以芹.教师的微笑效应初探.山东教育,1992,(11)
[23]储召红、方绪平.此时无声胜有声——浅谈教师亩关于课堂教学.现代中小学教育,1999(4)
[24](苏)A.C.马卡连柯著,刘昌送、杨慕之译.论共产主义教育[M].北京:人民教育出版社,1981:407
[25](美)D.阿姆斯特朗等著,高佩等译.中学教师使用教学技能.北京:中国劳动出版社,1991:362
[26]转引自郝瑜.非言语行为交际及其在外语教学中的含义.延安大学学报(社科版),1996,(2)
[27]转引自郝瑜.非言语行为交际及其在外语教学中的含义.延安大学学报(社科版),1996,(2)
[28]引自张勇译.美国关于体态语言研究.外国中小学教育,1988,(6)
[29]杨心德.学生对 教师课堂行 为的 认 知 及 其 对 学 习 的影 响.心 理科 学 通讯 ,1990(4):19-23,60
[30]任 杰 .课 堂 情 境 中 师 生 情 感 互 动 特 点 的 研 究 .广 州 师 院 学 报 .1999( 8):60-65.
[31]屠国元、丁蕙.教师非言语行为对课堂气氛的影响.中南大学学报(社会科学版).2003(4):517-520
[32]陈向明.质的研究方法与社会科学研究.教育科学出版社,2000:12
[33]陈向明.质的研究方法与社会科学研究.教育科学出版社,2000:6
[34]陈向明.教师如何作质的研究.北京:教育科学出版社,2001:169
[35]陈向明.教师如何作质的研究.北京:教育科学出版社,2001:169
[36]编写组.教育学基础——全国十二所重点师范大学联合编写.教育科学出版社,2002:121
[37]周鹏生著.教师非言语行为研究简论.民族出版社,2006.9:83
[38]转引自周鹏生著.教师非言语行为研究简论.民族出版社,2006.9:86
[39]章再书、刘平著.请别忽视体态语言.石油教育.1998,11:55-56