A Contrastive Study On Classroom Teaching Behavior Of Junior Middle School English Teachers

With the continuous advancement of secondary education reform,more and more people begin to realize the importance of the quality of teaching.Relevant researchers also find that the classroom teaching behavior is closely related to the quality and effect of teaching.Classroom teaching behavior is an important factor affecting the quality of teaching.Thus optimizing teaching behavior is an important method to improve the quality and effect of teaching.It is found that there are great differences between novice teachers and proficient teachers on the classroom teaching behavior.This paper takes three proficient English teachers and three novice English teachers in the experimental school as the research objects.By observing their classroom videos,the author makes qualitative research and quantitative description of their teaching presentation and question-answering behavior,summarizes the differences of the two main teaching behaviors of proficient and novice teachers.On the basis of the deficiencies of junior middle school English teachers’ teaching behavior,some optimization suggestions are put forward.Through observation and comparison,compared with the presentation behavior of junior middle school English proficient teachers,novice teachers control the right of discourse in the classroom,and their introducing and teaching language are more casual,ignoring students’ emotional experience and thinking state.Compared with the classroom teaching question-answering behavior of proficient teachers,novice teachers ask a lot of questions,most of which are in low cognitive level.The waiting time after questioning is obviously insufficient.Moreover,their call-and-answer behavior is not scientific enough,and the use of answering behavior is relatively unfamiliar,which makes it difficult to arouse students’ enthusiasm of English learning.In view of the above shortcomings,this paper puts forward the following suggestions.In terms of classroom teaching presentation behavior,teachers should choose different combinations of presentation behavior according to different teachingcontents,improve their language literacy constantly,increase the charm of verbal presentation behavior,so that presentation behavior can serve the classroom better.In the aspect of teaching question-answering behavior,teachers should optimize the strategy of asking questions,control the waiting time reasonably,and use the skills of calling and answering skillfully so as to improve students’ participation in class.It is hoped that this study will be helpful to the selection of teachers’ classroom teaching behavior and the training of novice teachers.