Generative Mechanisms of Classroom Silence and the Path of Avoidance

Abstract

Classroom silence is complex and discrete problem. It affects the overall teaching and learning quality as well as the high-quality development of both teachers and students. Avoiding classroom silence is a highly dynamic and valuable learning process. This study explores the ecological logic of classroom silence of both teachers and students based on the connotation of classroom silence and deconstructs the endogenous and exogenous mechanisms of classroom silence from the perspectives of escape culture and the continuity theory. Following that, we construct a new model of interaction for elementary school classroom, which includes optimizing the teaching evaluation tools, creating a multidimensional physical technology environment, and fostering an interactive culture of returning to the classroom, so as to promote the overall classroom effectiveness.