Research on the Silence Phenomenon in High School English Classroom based on Discipline Theory
DOI:
https://doi.org/10.54097/jeer.v4i3.11343Keywords:
High School English, Silence, ReasonsAbstract
The new curriculum standard requires students to further use their English knowledge to communicate and develop intercultural communication skills on the basis of mastering basic knowledge, which requires teachers to carry out a variety of classroom activities in addition to teaching knowledge, so that students can actively participate in them and exercise their communicative skills. However, at present, classroom silence and low student motivation are still common in senior English classes, which hinders the implementation of classroom activities and has a negative impact on the progress of the classroom and the development of students. Many scholars at home and abroad have investigated this phenomenon and made corresponding recommendations, but the reference significance is limited by the differences in the subjects investigated. Therefore, this paper answers the following two questions based on Foucault's theory of discipline: 1. What are the causes of the silence in high school English classrooms? 2. How can the silence phenomenon in classrooms be improved? The author divides the causes into three dimensions: classroom environment, teaching style and regulation system. The author also proposes suggestions to alleviate the silence in the classroom in response to the above dimensions. First, change the traditional teaching idea and take into account the self-esteem of some students when assessing their classmates. Secondly, reduce the absolute control of teachers over the classroom, and take students as the main focus to establish a harmonious teacher-student relationship. Third, rationalize the system of classroom norms to allow students to boldly break out of the constraints and increase their motivation.
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