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Chongqing City junior high school teachers in the classroom Survey of the ability to communicate

Author: YuZhiJuan
Tutor: DuPing
School: Chongqing Normal University
Course: Curriculum and Pedagogy
Keywords: Chongqing City Junior high school teacher Classroom communication skills Dimensions Train
CLC: G632.4
Type: Master's thesis
Year: 2011
Downloads: 79
Quote: 0
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Abstract

The new curriculum reform in China is in full swing, and achieved great results, with the deepening of the new curriculum reform, teacher's classroom communication skills also re-attracted attention to the education sector. Junior high school students facing tremendous physical and psychological changes in the body can not keep up the speed of psychological development speed of development, which makes junior faces enormous problems, and to achieve good communication between junior, junior high school teachers' classroom communication skills is particularly important. This study used questionnaires to supplement classroom observation to be investigated. Through self's \junior high school classroom communication skills training ways. In this study, in addition to the lack of research and reflection part, mainly divided into five parts on the main city of Chongqing junior classroom Survey of the ability to communicate. The first part of the main research background, significance, research review and study questions made the necessary exposition. The second part is mainly from two aspects to elaborate junior high school classroom teachers ability to communicate research design, the first aspect is the ability to communicate and junior high school classroom culture studies, including: communication skills for junior high school classroom content defined; right middle of the particularity of classroom communication analysis; communication skills for junior high school classroom element analysis; communication skills for junior high school classroom influencing factors and develop strategies for in-depth analysis; second aspect is the ability to communicate on the junior high school classroom Survey research methods described. The third part of the process and implementation, mainly on a survey of the situation and the implementation of the implementation of classroom observation. The fourth part is the study's findings and analysis, the results of the questionnaire and classroom observation results were elaborated and do the necessary analysis, and on this basis, summarizes the conclusions of this study. The fifth part is a junior high school classroom communication abilities, a questionnaire and classroom observation based on the conclusions from three angles puts forward junior classroom communication skills training approach. The results of this study are as follows: (a) Chongqing City junior high school teachers in the classroom level in the general level of communication skills, needs to be further improved. Junior high school teachers in the classroom communication skills in the general level of each dimension, and junior high school teachers in the classroom and classroom communication skills, ability to communicate the level of each dimension there is no imbalance. (Two) Chongqing City junior high school teachers in communication skills level is not high, mainly in the following areas: Teacher language is not standardized, communication scenario design level is not high, teacher self-monitoring level is not high, the teachers in the self-control of emotions and grasp on the communication aspect of the relationship is still insufficient. (Three) five years of classroom teaching experience junior faculty communication skills than 5 years teaching experience in the classroom young teacher communication skills, ability to communicate junior high school teachers' classroom teaching experience increases with a rising trend, with 5 years of teaching experience to their important turning point. (Four) the following qualifications in specialist communication skills of classroom teachers in junior high school education at the undergraduate and above than junior high school teachers' classroom communication skills. (Five) junior class size scale changes in the past too big trend, mainly to medium-sized. Taught by a different teacher class size ability to communicate in the classroom does not exist significant differences only in the cognitive dimension of communication there are significant differences. (Six) junior high school teachers 'work pressure than in the past has been significantly improved, different working pressures teachers' classroom communication skills there is no significant difference. (Seven) focus on middle school teachers and junior high school teachers in general communication skills dimension there are significant differences, focusing on middle school teachers' classroom communication skills better than ordinary junior high school teachers in the classroom communication skills. Based on the above results, the proposed middle school teachers from three angles classroom communication skills training approaches: (a) junior high school classroom communication skills training content should be targeted; (two) junior high school teachers in the classroom Ability to communicate in a manner that is flexible sex; (three) will be included in junior high school teachers in classroom communication skills assessment to go.

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