作者： Liu, Qingtang;Zhang, Ni;Chen, Wenli;Wang, Qiyun;Yuan, Yangyang;...

期刊： Social Semiotics,2022年32(2):184-204 ISSN：1035-0330

通讯作者： Ni Zhang

作者机构： [Zhang, Ni; Yuan, Yangyang; Liu, Qingtang] Cent China Normal Univ, Sch Educ Informat Technol, Wuhan, Hubei, Peoples R China.;[Wang, Qiyun; Chen, Wenli] Nanyang Technol Univ, Natl Inst Educ, Singapore, Singapore.;[Xie, Kui] Ohio State Univ, Dept Educ Studies, Columbus, OH 43210 USA.

通讯机构： [Ni Zhang] S;School of Educational Information Technology, Central China Normal University, Wuhan, People’s Republic of China

关键词： Categories of gestures;expert teachers;multiple representations;non-verbal behavior;novice teachers;teachers’ gestures

摘要： Teachers’ use of gestures with multiple representations are common non-verbal behaviors in classroom teaching. Teachers’ gestures as a subject of research has attracted more and more interest in recent years. Categories of gestures need to be developed to facilitate the analysis of teachers’ gestures in classroom teaching. This study developed categories of teachers’ gestures in classroom teaching from the perspective of multiple representations. Based on the developed categories, the study examined the gestures of six teachers (three novice teachers and three expert teachers) through video analysis. The findings indicate that the embedding of multiple representation theory makes the function classification of gestures more specific and meaningful. The application findings also indicate that this new approach is capable of distinguishing different gesture characteristics between different teachers in relation to the teaching experience. Moreover, the findings clearly indicate the applicability, reliability, and validity of the categories of teachers’ gestures developed. The study has implications on future theoretical and applied research on non-verbal behaviors in the classrooms. © 2020 Informa UK Limited, trading as Taylor & Francis Group.

语种： 英文