【作者】 徐文闻；

【导师】 傅维利；

【作者基本信息】 辽宁师范大学 ， 教育学原理， 2007， 硕士

【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”。更多还原

【Abstract】 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.更多还原