教与学是由教师和学生双方共同的思维活动所构成。一切教学改革都是力图使两者的思维活动达到高度的和谐共振,使教师的主导作用和学生的主体作用达到完美的统一,从而取得理想的教学效果。每一名教师无不想把每堂课上得有声有色,使学生能够学到应该学到的东西,以期获得预期的效果。教师除了语言行为——即有声语言和文字语言(板书)的高质量之外,还必须有非语言行为的巧妙参与。所谓非语言行为,即指教师的仪表、衣着、情绪,举止、眼神,手势、语音、语调、示范、表演以及板书安排错落有致,先后有序,字形的大小,字形的变化等等。这种非语言行为在中、小学的教学中被广泛重 Teaching and learning are composed of common thinking activities of teachers and students. All instructional reforms try hard to achieve a high degree of resonance between the thinking activities of the two, so that the leading role of the teacher and the student’s main body function can be perfectly united so as to achieve the desired teaching effect. Each teacher wants to give every lesson a vivid experience, enabling students to learn what they should learn in order to achieve the desired result. In addition to the high quality of spoken language and written language (board), teachers must also have the clever participation of nonverbal behavior. The so-called non-verbal behavior, refers to the teacher’s instrument, clothing, emotion, behavior, eyes, gestures, voice, intonation, demonstration, performance and layout of the blackboards are arranged in different order, font size, font changes and so on. This kind of non-verbal behavior is widely respected in middle and primary schools