Abstract:

Nonverbal behavior research emphasizes the function of teaching efficacy while neglects the significance of identification
technology. Micro-expression is the human's real behavior under stress behaviors; therefore it has a referential value to students' real
feedbacks in classroom instruction. This paper reflects upon the existing problems of questionnaire and observation, and attempts to
introduce identification technology into classroom so as to identify student's nonverbal behaviors, and thus discusses the adaptability
of identification technology to education evaluation and age group.