The Developmental Research of Communication Training and Supervision for Teachers' Activities

1.从言语交际和非言语交际的角度研究了课堂交际活动，理清了言语交际和非言语交际的关系，从理论上说明了课堂交际活动的整体性。2.在课堂调查的基础上，明确了教师交际训练的意义和问题。特别是在培训者与被培训者平等的基础上，论证了新培训的意义和问题，旨在克服早期微格教学的不足。3.开发了教师非语言交际的培训方案。然后，我将其与科研资助计划中开发的言语交际培训计划联系起来（项目编号：4.我开始发展教学督导，制作了一份关于教师沟通行为观察和培训的工作表，并进行了部分实施，以证明其有效性，使上述培训项目在教师继续教育中得以实施。

1.I studied communication activities in the class from the viewpoint of the verbal communication and the nonverbal communication, clearing up the relationship of them, explaining the integrity of the communication activities in the class theoretically.2.I explained the meaning and the issues of the teacher's communication training based on the investigation of the class clearly. Specially, I demonstrated the meaning and the issues of the new training on the basis of the equality of a trainer and a trainee, which intends to overcome the deficiencies of the microteaching developed early.3.I developed the training program for the teacher's nonverbal communication. Then, I related it to the training program for verbal communication developed in the Grant-in-Aid for Scientific Research (Project Number : 08680288) of the fiscal year 1996 and 1997.4.I started to develop pedagogical supervision, making a worksheet about the observation of the teacher's communication behavior and the training, carrying out it partly, proving its effectiveness in order to place the above training programs on the teacher's continuing education.