语言是人区别于动物的最根本特征，正是通过语言，人把他认识的世界用一种象征性的符号固定下，并赋予世界以意义。人的生存离不开语言，课堂中的师生交流同样离不开语言。优秀的教师语言的魅力就在于它能够在教学过程中化深奥为浅显，化抽象为具体，化平淡为神奇，从而激发起学生学习的兴趣，引起学生的注意力和求知欲。而学生的语言行为可以让教师更好地了解学生的思维状态，在师生之间良好的交流与互动中展开教学。教育作为培养人的社会活动，正是在学习者的言语交流过程中，通过人与人之间的交往作用于学习者的心灵，促进人的成长。传统课堂命令式的言说方式，增加了教师和学生之间的心灵隔离，使孩子不敢在他人面前自由地表达自身的观点和看法，压抑了孩子的发展和良好个性的养成。教师和学生只有展开更有效、更有意义的语言言说，才能达成心与心的沟通，从而实现让每一个孩子都有所成长和发展的教育目标。但要实现体现民主与平等、注重学生个性发展的自由言说方式，不仅要求教师善于向学生发出描述思考过程的、明确的指令，并且在其体态、语气、神情、眼光等诸多非话语言说方式上也要体现出对学生的关注。人有什么样的心灵，就有善于发现什么的眼睛。当老师真正转变了思维方式，真正把孩子和教育放在心中，这样的言说理想是可以实现的。基于此，作者深入小学教学工作第一线，与一线教师一起观察课堂，试图探索转变传统课堂言说方式的有效途径。本论文内容共分为四部分：第一部分，导论。导论部分从语言研究的重要性和作者自身的研究经历，阐述了选择课堂言说研究的缘起，认为对课堂言说问题的探讨和研究，特别是在课堂实践情境中对该问题的研究，能更深入地思考和探索转变言说方式的具体途径和方法。接下来，作者梳理了国内外对该问题的研究现状，从国外有关课堂言语行为的研究、国外有关课堂非言语行为的研究、国内有关课堂言语行为的研究、国内有关课堂非言语行为的研究四个方面进行了梳理，并在本章的第三部分，对研究课题的关键词语进行了界定，认为本论文所采用的“言说”一词，是课堂内学习者（教师与学生）用于表达自己、传达信息和组织学习的言语行为和非言语行为。本研究使用“言说”一词，试图强调两个关键点，一是实践中的语言行为；二是正在进行的动态的语言行为。第二部分，课堂言语言说行为。本部分首先从促进师生交往的课堂言语行为与阻碍师生交往的课堂言语行为两个方面，描述了我国课堂言语行为的现状，对我国课堂言语行为的问题成因进行了初步探讨和分析。第三部分，课堂非言语行为。本部分与第二部分结构相似，首先从促进师生交往的课堂非言语行为与阻碍师生交往的课堂非言语行为两个层面，描述了我国课堂非言语言说行为的现状，并对我国课堂非言语行为的问题成因进行了初步探讨和分析。第四部分，课堂言说优化策略。本部分是在分析课堂言语行为和课堂非言语行为的基础上，提出优化学校课堂言说状况的可能途径。

Language of human being is one of the most distinguished characteristics from animals. Human cannot survive without language, communication between teachers and students in the classroom could not continue without the same language. The fascination of good language of teachers is shown in the teaching process, which not only stimulates students’ interest in studying, but also attracts the children's attention and curiosity. Students could be understood more with good language in the classroom. Education, as a social activity of cultivating talents, promotes human development through verbal and non-verbal communication between teachers and students in the teaching process. The traditional imperatively way in the classroom is harmful to the students’ development. Only through more effective and meaningful language, the teachers and students could achieve mind in mind communication and realize the education goals for everyone development. However, to achieve the democratic, equal and liberal expression way in the classroom, not only the description of students’ thinking process and clear instructions are necessary, but also the teachers’ voice and expression, eyes and body language should show their concerns to students. When teachers change their minds, the ideal of putting the children and education in the heart can be realized. Therefore, the author entered into primary school, tried to explore an effective way of transforming the traditional expression way in the classroom.There are 4 parts in this dissertation: The first part is introduction. In the introduction, the author combined her own research experience and interest and introduced the origins of this problem. Study on the verbal and non-verbal behaviors in the classroom is beneficial to transform the communicative way in the classroom. Next, the author reviewed the literature at home and abroad, from the verbal behaviors in the classroom of foreign studies, the nonverbal behaviors in the classroom of foreign studies, the verbal behaviors in the classroom of domestic studies, and non-verbal behaviors in the classroom of domestic studies. This part has also defined “verbal and non-verbal behaviors”, which means on the one hand language and behaviors in practice, on the other hand dynamic language and behaviors under way.The second part is on the verbal behaviors in the classroom. From two sides-one is to promote and the other one is to hinder verbal behaviors in the classroom, the author paid attention to teachers’ questions, regulation language and paralanguage, and made preliminary analysis on the problems as well as their causes of verbal behaviors in the classroom. The third part is on the non-verbal behaviors in the classroom. From two sides-one is to promote and the other one is to hinder non-verbal behaviors in the classroom, the author paid attention to teachers’ facial expressions and eyes expressions, body language and body distance, and handwriting on the blackboard, analyzed the domestic situation and problems of non-verbal behaviors in the classroom.The last part is the optimizing strategies of verbal and non-verbal behaviors in the classroom. Based on the second and third part, this part put forward some suggestions on how to optimize the verbal and non-verbal behaviors in the classroom.