Problems And Measurements In Classroom Teaching Behavior Of Middle School English Teachers

Middle school English education is an important part of the national education cause.Then,in order to do a good job in middle school English education,it is necessary to strengthen the construction of middle school English teachers and conduct teaching research,which will lead to a series of studies on the professional development of middle school English teachers.Researchers have learned through the knowledge network that in the past ten years,there have been 136 master’s thesis researches on classroom teaching behaviors,and a total of 91master’s thesis studies on candy teaching behavior.Based on this,this study takes many different levels of middle school English teachers in Chongqing as the research object,and uses psychoanalytic,behavioralism,self-efficacy and teacher-student interaction theory as the psychological theory of the study.The subjectivity is the theoretical basis of the pedagogy of the study,and the behavioral theory in organizational behavior is the management basis of the research.Using literature review method,investigation method and interview method as the main research methods,the sample teachers’ classroom teaching behavior ability is deeply investigated and analyzed,so as to improve the theoretical research on the development of middle school English teachers’ classroom teaching behavior and promote the localization of middle school English teachers’ professional development.The process,improving the teaching effectiveness of local teachers and the quality of teaching in middle school English education,promoting the professional development of teachers and promoting the construction of teachers for local teachers.Based on the requirements of teachers in the classroom teaching process,the researcher designed a research scale containing 27 options for studying classroom teaching behavior of middle school teachers based on the requirements of teachers in the classroom teaching process..The researchers believe that the teaching behavior of middle school English teachers in the classroom is directly related to whether teachers can effectively carry out orderly teaching and whether they can achieve good teaching results.Therefore,the researchers divide the scale into "teaching introduction behavior","teaching presentation behavior","teaching question behavior","teaching management behavior","teaching interaction behavior","teaching guidance behavior","teaching evaluation behavior" The seven dimensions,by investigating the actual situation of the sample teacher’s classroom teaching behavior,aim to enrich the domestic classroom teachingbehavior theory,and also provide guidance for the sample teachers of this research to become“high-performance teachers” or “excellent teachers” in the industry.Through careful analysis of the collected questionnaires,the researchers have obtained the problems in the classroom teaching behavior of middle school English teachers: 1.The problems existing in the teaching introduction behavioral dimension;the average scores of the students to clear the learning objectives are lower.This shows that most English teachers do not clearly explain the teaching objectives of this lesson to the students before class,but the teaching objectives of each class are passed through the whole class to let the students experience.In fact,due to the individual differences of students,there are still a small number of students who cannot fully understand the teaching objectives of each English class.2.The problems in the dimension of teaching questioning behavior;the appropriate questioning,questioning,and emphasis on the students’ responses are significantly lower than those of the other three dimensions.This shows that the teacher’s questioning to the students in the classroom teaching process still stays at a relatively shallow level.It is not very good to do the three deeper and more targeted steps of questioning,questioning and summarizing the students’ answers.3.Problems in the dimension of teaching management behavior;many English teachers do not pay attention to the emotional adjustment and questioning in the classroom,and pay attention to the adjustment of self-emotion.This reflects the management of behavioral behavior,paying more attention to the management of classroom time,so as to emphasize and practice the difficulty of teaching in a timely manner.If the student is in poor condition,the student will be asked to answer questions or name reminders;in the aspect of self-emotion management,only A small number of teachers attach importance to classroom emotional regulation,and they are perfect and widely promoted.Many teachers do not pay attention to emotional regulation.The joys and sorrows in the classroom are also natural,forming a naturalistic education in education and life,classroom and society.mode.4.The problems of teachers in different teaching levels in teaching behavior;it can be seen that the average teacher’s performance in classroom teaching behavior is the worst.The difference results show that the performance of the first six dimensions of ordinary teachers is significantly lower than that of the backbone teachers.And the best teachers have a lot of points.In the teaching evaluation behavior,the more the new teachers pay more attention to the encouragement and positive evaluation of the students,because the newly recruited teachers are often more enthusiastic than the old qualified teachers.5.Teachers with different teaching ages have problems in classroom teaching behavior;teachers who have been employed for 1-5 years and teachers who have been teaching for more than 30 years have lower scores in teaching behavior than those in the middle three stages.Through the data analysis of the old teachers over 30 years old,they found that they have a state of burnout and the score isvery low.6.Teachers in different teaching areas have problems in classroom teaching behavior;the results show that teachers in urban areas are better than teachers in county or suburbs and townships.7.Teachers at different school levels have behaviors in classroom teaching.The problem;teachers in key middle schools perform better in every dimension than teachers in ordinary middle schools.Especially in the dimension of teaching communication behavior,the average score of teachers in key middle schools is 0.33 points higher than that of teachers in general middle schools,which is more significant;while other dimensions are only about 0.04 points,the gap is not particularly significant.This aspect shows that it is necessary for school administrators in general secondary schools to focus on cultivating teachers’ classroom teaching management skills.On the other hand,it also shows the existence of different faculty levels and the need to balance teachers.8.Teachers with different award-winning levels have problems in classroom teaching behavior;the higher the award level,the higher the score of teachers,and the teachers without any awards have the lowest score.Especially in the dimensions of teaching introduction behavior,teaching guidance behavior,teaching communication behavior and teaching evaluation behavior,teachers who have won national awards are about 0.5 points higher than teachers without any awards.This gap is still relatively large.Then,this will attract the attention of higher authorities and focus on cultivating the professional competence of teachers without awards.Investigating the above problems,the researchers have compiled the following reasons: 1.Due to the shortcomings of the class teaching system,the teachers did not pay attention to individual differences in the teaching process;2.The level of professionalization of the English teachers and the basic knowledge of the theoretical theory of education 3.The complicated teaching work and teaching work make the teachers unable to deeply evaluate and interact with the students in the classroom;4.The township and rural areas are relatively weak compared to the city;5.The old teachers are burned out.In response to the above problems,the researchers put forward the following suggestions: 1.Establish a multi-student evaluation system;2.Standardize the teacher’s ability to adjust emotions in the classroom;3.Eliminate the old teachers’ burnout;4.Pay attention to the new teachers.Career planning and improvement of teaching ability;5.Focus on teaching students in accordance with their aptitude.6.Improve the teacher training system.Researchers have seen that there are still many areas for improvement and deficiencies in this study that will be improved in the future.