This paper attempts to explicate the meanings of silence in teaching. First, two quantitatively-oriented studies (by M. B. Rowe and by N. A. Flanders) of teaching were critically reviewed. Both were characterized by their inability to differentiate various experiential contents of silence. Second, the teaching practice of Tsuneo Takeda, who has been training himself into a perceptive teacher, was examined. His anecdotic records clearly shows that he has the ability to perceive and describe the rich quality of various kinds of silence in the classroom. The significance of the ability for the improvement of the quality of teaching and the development of teacher's competence in teaching was emphasized. Finally, based upon the descriptions by Takeda and also upon our "everyday life" experiences, a tentative schema on silence was formulated. Such a schema, it is hoped, would help teachers in perceiving and interpreting the rich meanings of silences in the classrooms.
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机译：本文试图阐明沉默在教学中的意义。首先，对两项定量研究（由M. B. Rowe和N. A. Flanders进行的研究）进行了严格审查。两者的特征是它们无法区分沉默的各种体验内容。其次，考察了一直在训练自己成为一名感性老师的武田刚男的教学实践。他的轶事记录清楚地表明，他有能力感知和描述教室中各种沉默的丰富品质。强调了提高教学质量和发展教师教学能力的重要性。最后，根据武田的描述以及我们的“日常生活”经验，制定了一个关于沉默的尝试性方案。希望这种模式将有助于教师感知和解释教室中沉默的丰富含义。
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