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【摘要】这篇论文主要由四个部分组成。第一部分阐述了对课堂师生交流的理解，其中涉及当前师生交流的现状，及其存在的主要问题。第二部分描述了对中学三节课的课堂观察记录，主要是对师生在课堂中的沟通的观察记录，发现一个普遍现象：每位教师在课堂中都是机械的讲述，学生都在被动地听课，课堂气氛极其沉闷，师生交流极少。第三部分从师生课堂交流角度出发剖析了产生这个现象的原因，对当前存在的教师机械教学现象进行了思考。第四部分从教师本身角度出发，反思教师应该如何改善自身的生存状态，并提出了当前仍然存在的问题。
【关键词】分析 困难 课堂交流
1. Introduction
We do not live only as individuals. As members of the society， we are always in a social context. We must communicate with others， like our families， workmates and so on. As teachers， we should communicate with our students. What is communication in the classroom？ How to communicate with different students？ Why different teachers communicate with the students in different ways？ With these questions， I observed some classes. And I got some. Though I am still not very clear about it， I want to write out what I thought， what puzzled me and what is still puzzling me.
2. What is classroom communication？
The classroom communication is the interaction between the teachers and the students. Classroom communication consists of the verbal and nonverbal transactions between teacher and students and between or among students. （Pamela J. Cooper，1991）. He said that in order to communicate， we need interactants and a message. We also need channels （hearing， sight， and the other senses） through which the message can be sent and received. In addition， it also consists of feedback （verbal or nonverbal）， noise （signal）， and environment （classroom climate）.
2.1 What is the nature of the classroom communication？
Among all the kinds of classroom communication， the communication between teachers and students is very important.
Communication is a transactional process that is complex， symbolic， and a relational component. From a transactional process perspective， we are who we are in relation to the other person with whom we are communicating. In other words， when we say communication is transactional， we are saying that people adapt and change their own communication—even as it is occurring—based on their perception of the way in which the other person is communicating to them.（ Pamela J. Cooper， 1991）
Arno Bellack and his colleagues devised a system to analyze classroom communication according to four moves： 1. Structuring， 2. Soliciting， 3.Responding， 4.Reacting.（cited from Pamela J. Cooper， 1991）
2.2 Characteristics of classroom communication
The classroom communication is similar to other communication. But it is still a little different from others： Five characteristics are notable. 1. Roles are fairly limited and adhered to carefully. 2. A second characteristic of classroom communication is that most messages are informational rather than persuasive in nature. 3. The third is that schools focus on improving students’ competencies. 4. Closely related to this characteristic is a fourth one—socialization. 5. Finally， a fifth characteristic of communication in the classroom is that evaluation is a major component of the educational environment. （cited from Pamela J. Cooper， 1991） 2.3 Why classroom communication？
The actions in the classroom includes the teachers’ teaching and the students’ learning and the communication between them. Classroom communication is an important way for the teachers and the students to interact.
2.4 What data does it work with？
the observation in a classroom works with the following： field notes， interview， conversation， autobiographical writing， teachers’ stories， family stories， and photo personal artifacts letters. In this paper， I will mainly work with interview， conversation， teachers’ stories.
2.5 Why I want to do the observation？
My knowing about teachers is always changing. After I had been an English teacher for sixteen years in the junior middle school in Wuyi， I found some difficulties in teaching. I am puzzled， so are my workmates. I decided to observe their life in the school as teachers. And they agreed.
3. Our stories
3.1 Story in the first class
December the third in 2010， I started to observe the classes. The first class begins at a quarter to eight The teacher is a man who is a little older than me. First he checked the homework then explained something new. I looked around and found that about half students were listening to the teacher carefully. But two boys didn’t listen to him at all. They just looked at their desks without a word. I thought they were reading novels. Some students were talking in a low voice or doing anything else. A boy put his head on the desk. Time went on， the teacher was writing something on the blackboard. He was illustrating. Several girls’ mind went away. The teacher is patient， he is giving his class as his plan. Twenty minutes later， fewer students were still listening to the teacher. I could hear some noise came from some different places in the classroom all the time. The teacher was still going on， I couldn’t judge whether he knew about what the students were doing. He just taught his lesson. Sometimes he asked several questions， but nobody put up his/her hand. It was time for workbook. Some students were doing the exercises， some were not. The teacher came down to have a look at what the students did. But he just stayed in the front for a few minutes and went back to the teacher’s desk. Then he checked the answers. He asked a student to share his answer with others， the little boy was a little shy and he spoke in a low voice. There was something wrong in his answer， the teacher asked other students to think it over again and correct it. Finally he explained it himself. Time went by， some students were a little impatient. A girl was fighting with the sleep. She looked so sleepy. The clock was on the back wall， a boy turned back to see it again and again. Class was over， but the teacher still had something to say， he went on. To my surprise the students were patient then. They were waiting. Two students of next class were playing near the back door. Some turned back. Some students began to talk again. The teacher finished his talk， all the students stood up and said goodbye to the teacher. 3.2 Story in the third class
The third class was politics. The teacher was just graduated from the university. The students kept on talking in his class. He was a little nervous when he saw me. It made him sad to let me meet him in such a class. His face turned red. I went away…
The last class in the morning is English. I am also an English teacher in this school. When the teacher knew that I would go to observe her class she felt a little nervous. She changed her teaching plan. She was not natural in her class. I felt a little sorry. I don’t think I should stay there. Just then， another teacher came to have a talk with me， so I went away again.
3.3 Story in the fourth class
They had lunch at twenty past eleven. At twelve ten， most students came back to the classroom. They were talking or brawling. A few students were doing their homework. The head teachers’ coming changed it. Most students sat down quietly and began to do the exercises. After the teacher left here， some of them went on talking. My staying made no difference to them. It is a rule here to let the students study by themselves before the class in the afternoon. I left the classroom to walk around. All the students were in their classrooms. Most head teachers were here. Some teachers were giving classes. Some were sitting at the teachers’ desk to keep the students quiet. Some classes were having tests.
4. My understanding
4.1 What I got after the day in the classroom
When I sat at the back of the class， I found my workmates were like teaching machines. They just said what they were asked to say. They were neither happy nor sad， just numb. They didn’t communicate with the students at all. Just like Albert Cullum said， the words， the words， the words， only words. And our students， what they could do is just “we should listen and listen and listen”.（Albert Cullum）. It is a great sad for us teachers.
We should face this problem. As teachers， there are not many that we can do. But we must do something to develop ourselves. Several communication variables contribute to building a positive relationship between student and teacher—positive self？鄄concept， effective self？鄄disclosure， accurate perception， and shared language and meaning. （Pamela J. Cooper，1991）
4.2 Further thinking about teacher identity
Teachers are so important to the students during the process they grow. So now it is a great society problem. People paid more attention on it. But it needs time. We are teachers， we can effect the students deeply. If we can find ourselves， if we can make it clear what we can do， if we can be happy teachers， our students can be happy students， the whole society will be happier. We can？蒺t just wait others to change our life， we can wait， we should wait， but we mustn？蒺t just wait.
References：
[1]Chen Xiao （2001）， Narrative Inquiry
[2]D. Jean Clandinin and F.Michael Connelly （2000）. San Francisco： Jossey Bass Publishers. Narrative Inquiry： Experience and Story in Qualitative Research. 211
[3]John Dewey （1933） How We Think. A restatement of the relation of reflective thinking to the educative process
[4]Pamelar J. Cooper （1991） Communication for the classroom teacher（Fifth edition） 1-11
[5]Richard， P. Lipka and Thomas， M. Brinthaupt （1998）. The Role of Self in Teacher Development. State University of New York Press
【关键词】分析 困难 课堂交流
1. Introduction
We do not live only as individuals. As members of the society， we are always in a social context. We must communicate with others， like our families， workmates and so on. As teachers， we should communicate with our students. What is communication in the classroom？ How to communicate with different students？ Why different teachers communicate with the students in different ways？ With these questions， I observed some classes. And I got some. Though I am still not very clear about it， I want to write out what I thought， what puzzled me and what is still puzzling me.
2. What is classroom communication？
The classroom communication is the interaction between the teachers and the students. Classroom communication consists of the verbal and nonverbal transactions between teacher and students and between or among students. （Pamela J. Cooper，1991）. He said that in order to communicate， we need interactants and a message. We also need channels （hearing， sight， and the other senses） through which the message can be sent and received. In addition， it also consists of feedback （verbal or nonverbal）， noise （signal）， and environment （classroom climate）.
2.1 What is the nature of the classroom communication？
Among all the kinds of classroom communication， the communication between teachers and students is very important.
Communication is a transactional process that is complex， symbolic， and a relational component. From a transactional process perspective， we are who we are in relation to the other person with whom we are communicating. In other words， when we say communication is transactional， we are saying that people adapt and change their own communication—even as it is occurring—based on their perception of the way in which the other person is communicating to them.（ Pamela J. Cooper， 1991）
Arno Bellack and his colleagues devised a system to analyze classroom communication according to four moves： 1. Structuring， 2. Soliciting， 3.Responding， 4.Reacting.（cited from Pamela J. Cooper， 1991）
2.2 Characteristics of classroom communication
The classroom communication is similar to other communication. But it is still a little different from others： Five characteristics are notable. 1. Roles are fairly limited and adhered to carefully. 2. A second characteristic of classroom communication is that most messages are informational rather than persuasive in nature. 3. The third is that schools focus on improving students’ competencies. 4. Closely related to this characteristic is a fourth one—socialization. 5. Finally， a fifth characteristic of communication in the classroom is that evaluation is a major component of the educational environment. （cited from Pamela J. Cooper， 1991） 2.3 Why classroom communication？
The actions in the classroom includes the teachers’ teaching and the students’ learning and the communication between them. Classroom communication is an important way for the teachers and the students to interact.
2.4 What data does it work with？
the observation in a classroom works with the following： field notes， interview， conversation， autobiographical writing， teachers’ stories， family stories， and photo personal artifacts letters. In this paper， I will mainly work with interview， conversation， teachers’ stories.
2.5 Why I want to do the observation？
My knowing about teachers is always changing. After I had been an English teacher for sixteen years in the junior middle school in Wuyi， I found some difficulties in teaching. I am puzzled， so are my workmates. I decided to observe their life in the school as teachers. And they agreed.
3. Our stories
3.1 Story in the first class
December the third in 2010， I started to observe the classes. The first class begins at a quarter to eight The teacher is a man who is a little older than me. First he checked the homework then explained something new. I looked around and found that about half students were listening to the teacher carefully. But two boys didn’t listen to him at all. They just looked at their desks without a word. I thought they were reading novels. Some students were talking in a low voice or doing anything else. A boy put his head on the desk. Time went on， the teacher was writing something on the blackboard. He was illustrating. Several girls’ mind went away. The teacher is patient， he is giving his class as his plan. Twenty minutes later， fewer students were still listening to the teacher. I could hear some noise came from some different places in the classroom all the time. The teacher was still going on， I couldn’t judge whether he knew about what the students were doing. He just taught his lesson. Sometimes he asked several questions， but nobody put up his/her hand. It was time for workbook. Some students were doing the exercises， some were not. The teacher came down to have a look at what the students did. But he just stayed in the front for a few minutes and went back to the teacher’s desk. Then he checked the answers. He asked a student to share his answer with others， the little boy was a little shy and he spoke in a low voice. There was something wrong in his answer， the teacher asked other students to think it over again and correct it. Finally he explained it himself. Time went by， some students were a little impatient. A girl was fighting with the sleep. She looked so sleepy. The clock was on the back wall， a boy turned back to see it again and again. Class was over， but the teacher still had something to say， he went on. To my surprise the students were patient then. They were waiting. Two students of next class were playing near the back door. Some turned back. Some students began to talk again. The teacher finished his talk， all the students stood up and said goodbye to the teacher. 3.2 Story in the third class
The third class was politics. The teacher was just graduated from the university. The students kept on talking in his class. He was a little nervous when he saw me. It made him sad to let me meet him in such a class. His face turned red. I went away…
The last class in the morning is English. I am also an English teacher in this school. When the teacher knew that I would go to observe her class she felt a little nervous. She changed her teaching plan. She was not natural in her class. I felt a little sorry. I don’t think I should stay there. Just then， another teacher came to have a talk with me， so I went away again.
3.3 Story in the fourth class
They had lunch at twenty past eleven. At twelve ten， most students came back to the classroom. They were talking or brawling. A few students were doing their homework. The head teachers’ coming changed it. Most students sat down quietly and began to do the exercises. After the teacher left here， some of them went on talking. My staying made no difference to them. It is a rule here to let the students study by themselves before the class in the afternoon. I left the classroom to walk around. All the students were in their classrooms. Most head teachers were here. Some teachers were giving classes. Some were sitting at the teachers’ desk to keep the students quiet. Some classes were having tests.
4. My understanding
4.1 What I got after the day in the classroom
When I sat at the back of the class， I found my workmates were like teaching machines. They just said what they were asked to say. They were neither happy nor sad， just numb. They didn’t communicate with the students at all. Just like Albert Cullum said， the words， the words， the words， only words. And our students， what they could do is just “we should listen and listen and listen”.（Albert Cullum）. It is a great sad for us teachers.
We should face this problem. As teachers， there are not many that we can do. But we must do something to develop ourselves. Several communication variables contribute to building a positive relationship between student and teacher—positive self？鄄concept， effective self？鄄disclosure， accurate perception， and shared language and meaning. （Pamela J. Cooper，1991）
4.2 Further thinking about teacher identity
Teachers are so important to the students during the process they grow. So now it is a great society problem. People paid more attention on it. But it needs time. We are teachers， we can effect the students deeply. If we can find ourselves， if we can make it clear what we can do， if we can be happy teachers， our students can be happy students， the whole society will be happier. We can？蒺t just wait others to change our life， we can wait， we should wait， but we mustn？蒺t just wait.
References：
[1]Chen Xiao （2001）， Narrative Inquiry
[2]D. Jean Clandinin and F.Michael Connelly （2000）. San Francisco： Jossey Bass Publishers. Narrative Inquiry： Experience and Story in Qualitative Research. 211
[3]John Dewey （1933） How We Think. A restatement of the relation of reflective thinking to the educative process
[4]Pamelar J. Cooper （1991） Communication for the classroom teacher（Fifth edition） 1-11
[5]Richard， P. Lipka and Thomas， M. Brinthaupt （1998）. The Role of Self in Teacher Development. State University of New York Press