An Investigation On The Effective Teaching Behavior Of Teachers In The Online Live Teaching Of Spoken Chinese At The Primary Level

The emergence and development of emerging technologies have promoted the reform of education.Online teaching is a new form of teaching that utilizes modern information technology,which has brought certain impacts and challenges to traditional teaching.With the continuous reform and progress of education,people are increasingly pursuing the effectiveness of teaching.At present,there are few studies on the application of effective teaching in Chinese classes.Therefore,the author will combine relevant theories and use quantitative and qualitative research methods to study the teaching behavior of teachers in primary spoken Chinese live classes from the perspectives of teachers and students.This article selected two teachers’ primary spoken Chinese live classes for classroom observation,surveyed 94 students’ cognition of the teaching behavior of teachers in the primary spoken Chinese live classes,and conducted in-depth interviews with two primary spoken Chinese class teachers.At the same time,several peer teachers and expert teachers were invited to observe and evaluate the classroom to ensure the reliability and validity of the research.Regarding the teaching behavior of teachers in primary spoken Chinese live classes,the author referred to Sun Yaling’s research on the effectiveness of teacher teaching behavior in "Research on Classroom Teaching Effectiveness Standards" and divided the effectiveness of teacher teaching behavior in primary spoken Chinese live classes.The research found that:(1)teachers have basic teaching behavior and effective teaching behavior awareness in the primary spoken Chinese live classes;(2)the teaching behaviors shown by teachers include the design of teaching objectives,the organization of teaching activities,the reorganization of curriculum resources,the teaching behavior before and after class,the teaching content,the application of teaching methods,classroom teaching questions,the mastery of teaching skills,classroom teaching guidance,teaching organization and management,teaching feedback and reinforcement,the assignment and nonverbal behaviors;(3)different teaching behaviors have different proportions in teaching,there are similarities and differences between students’ cognition of teachers’ teaching behaviors and teachers’ cognition of their own teaching behaviors;(4)Combined with the standard framework of classroom teaching effectiveness,this paper believes that in the primary spoken Chinese live classes,teachers’ teaching behaviors in teaching goal design,teaching ability,teaching feedback,teaching organization and management are more effective,while the effectiveness of teaching activity design behaviors is lower.However,under each dimension,the effectiveness of teachers’ specific teaching behaviors varies,and the less effective teaching behaviors are specifically shown in teaching activity design assignments,classroom questioning,classroom teaching guidance and nonverbal behavior.According to the research conclusion,in view of the problems existing in the teaching behavior of teachers in the primary spoken Chinese live classes,corresponding improvement strategies are proposed from the school and teacher levels.The improvement strategies proposed for the school are:(1)building a dedicated teaching platform and optimizing the online learning environment;(2)improve the feedback evaluation system,and timely understand the needs of students;(3)cultivate high-quality teachers and improve the quality of Chinese teaching.The improvement strategies proposed for teachers are:(1)Combining live broadcast with video broadcast to optimize students’ learning methods;(2)Create a large number of real situations to improve students’ learning effect;(3)Use nonverbal behaviors to enrich the interaction between teachers and students;(4)Enrich the interaction between students and improve Chinese communication skills;(5)Enrich classroom questioning methods,and properly summarize the classroom;(6)Timely feedback the work and maintain communication between teachers and students.The proposed improvement strategies are expected to optimize the teaching effect of the primary spoken Chinese live classes and enhance the effectiveness of teachers’ teaching behavior.