A Study On Effective Teaching Behaviors Of High School English Teachers In Blended Learning

In the information era,for students,teachers are not the only source of information,and the traditional single lecture mode brings many problems,such as passive learning and low interest in learning.In response,blended teaching,which combines face-to-face classroom teaching with online learning,is rapidly gaining popularity around the world.As the executors of teaching,teacher plays a crucial role in blended teaching.Based on constructivism,humanistic theory and mastery learning theory,this study examines 106 senior high school English teachers in Hukou County about effective teaching behaviors of senior high school English teachers in blended teaching from five dimensions,which are online learning management,teacher support,organization of face-to-face classroom,diversified evaluation and personalized teaching.Two issues are explored in this study.(1)What is the current situation of senior high school English teachers’ implementation of effective teaching behaviors in blended teaching?(2)What influences teachers’ effective behaviors in blended teaching?According to results of investigation,three conclusions can be drawn:(1)In senior high school blended English teaching,teachers’ effective learning behaviors is the best in the aspect of teachers’ support behaviors,followed by the behaviors of organizing face-to-face teaching in class.But in the aspect of diversification evaluation,the implementation is relatively deficient.(2)The factors that affect the effective teaching behaviors of senior high school English teachers in blended teaching can be classified into teachers’ own factors and external factors.Teachers’ own factors mainly include three aspects: teaching belief,teaching ability and teaching motivation.Among the three factors,teachers’ belief in blended teaching not only directly guides teaching behaviors,but also indirectly influences teaching behaviors by influencing teachers’ motivation to implement blended teaching.Motivation and belief also influence the development of teaching ability.External factors mainly include platform factor,environment factor and student factor.The recognition and emphasis of schools on blended teaching not only directly affect teachers’ teaching behaviors,but also affect teachers’ teaching behaviors through their teaching beliefs,teaching ability and teaching motivation.Based on the issues identified in this study,the authors offer suggestions for improving the effectiveness of blended teaching from both teacher and school perspectives.For teachers,it is necessary to clear the role of teachers.Besides,constant reflection and continuous learning play an crucial part to achieve the independent development of teaching ability.For schools,it is primary to strengthen the construction of learning resources.Attaching importance to teacher training is also counts.Finally,school administrators should actively shape the formation of blended teaching cultural atmosphere to improve the effectiveness of teachers’ teaching in blended teaching.