摘要
教师课堂非语言研究是由人类非语言行为研究发展而来的。绝大多数的专家认为在同时的语言交际和非语言交际中,大约有65%的意义是通过非语言信息产生的,可见非语言交际对人与人之间的交流有重要的影响。许多研究表明,教师需要学会运用非语言交际行为去提高课堂教学的质量。Cooper(1988)认为,教师如果学会如何在课堂上更有效地运用非语言交际,师生之间的关系就会得到改善,学生的认知能力和学习效率也会提高。本文主要对国内外教师课堂非语言行为的研究进行归类和分析,指出各研究的差异和共同点,进而对未来的教师非语言行为研究做一铺垫。
The study on teachers＇ nonverbal behavior in classroom instruction is based on human nonverbal behavior in clas- sroom instruction study. Knapp and Hall （2006） argue that only 35% of the message is transmitted through language （verbal communication）; the rest of the components are passed to the receiver through nonverbal communication. It is also true in the classroom teaching. Many researches indicate that teacher needs to learn nonverbal behaviors to promote the classroom instructions. Cooper （1998） argues that if teacher learns how to use nonverbal behaviors in classroom teaching effectively, the relationship between teacher and students would be improved and furthermore the cognition and knowledge of students would be promoted as well. This paper mainly analyzes studies on teacher＇s nonverbal behaviors in classroom in order to ca- tegorize the different researches in this area in home and abroad for future study.
出处
《科教导刊》
2013年第26期64-65,共2页
The Guide Of Science & Education
