Research On Geography Teacher's Classroom Teaching Behavior

The geography classroom teaching behavior in this thesis is the teacher's "teaching" in geography classroom of secondary school. More exactly, during the process of geography teaching, it is a kind of operation mode of teachers' behaviors in the circumstance in the some specific geography classroom, which is based on teachers' own idea of geography education, teaching character, professional knowledge and skills, practical knowledge of teaching and their wisdom on geography classroom teaching. From the perspective of teaching behavior, geography classroom teaching behavior relies on the teaching goals, and refers to the teaching content closely. From the operational proceeding perspective, the teaching behavior that is restricted by the education psychology, teaching design and geographical teaching theory, follows the specific acts of teaching rules and requirements. As a series of explicit activities, geography teaching behavior can be observed and measured. Then teaching act as a mode of operation is explicit conduct, which can be perceived and understood by students.In geography class, the teaching behavior of the geography teacher, on the one hand, reflects the teachers' teaching idea, professional knowledge, teaching skills, teaching ingenuity and other subjective factors; on the other hand, the behavior is influenced by geographical subjects, the content of courses, teaching and learning environment, student performance and other objective factors, therefore, it performs the behavior with characteristics of geography in classroom. Generally speaking, geography teaching behavior in classroom has the following characteristics: using geographic language, maps, charts and graphs, and writing and drawing on the board and geography teaching aids as a classroom demonstration in geography teaching.The occurrence of classroom teaching behavior not only has the scientific basis, but we also can make use of scientific methods to study. The classroom teaching is regarded as a study focus, and at the same time, people have begun to use a variety of theories to explain or build the theoretical foundation of classroom teaching, as well as how to use the methods of observation, experiment, and others to study the issue of classroom teaching. In the environment of the new reform of curriculum, there are different foundational theories affecting the occurrence of classroom teaching behavior, mainly including learning theory, teaching theory, dissemination theory, theory of behavioral science, etc.Teaching behavior is dynamic characterization of the quality of teachers, is the external performance of the teaching idea, the application of knowledge, and the teaching skills, and also is the specific application of professional knowledge of teacher and teaching experience. Geography teaching has a lot of influential factors, of which the main factors include: educational ideas of teachers, professional knowledge, teaching skills, teaching sense, and so on.Classroom teaching mode is intermediary link between teaching practice and teaching theory. It is not only the application of teaching theory in practical but also the systematic and theoretical summation of the teaching experiences; therefore, it is closely linked with classroom teaching. Because of the complexity of the geography teaching content and diversity of geographic knowledge and skills, it needs to choose different modes to increase the efficiency of classroom teaching in the face of different teaching content and teaching objectives. Geography classroom main patterns are as follow: geographic teaching and practice teaching mode. Teaching mode has following: using geographical maps and geographical case, geographic situational teaching mode. In the design and implementation of these specific teaching modes, geography teachers play a very important role in their teaching, concerning the demands to them are different.Through classroom observation, the narrative research, it concludes that the main problems of geography teachers during the classroom teaching are: geography teachers' tutor-discuss behavior need improve; they can't thorough evaluate the students' learning; their demonstration for experiments are weak; they have the problems of over-reliance on modern teaching multimedia and classroom teaching exists serious formalism; teachers control the classroom discourse, when lack of the students' participation; etc. These problems need to be solved in the new curriculum gradually.In the geography classroom teaching, the teacher teaching behavior must be directed by the teaching strategies. Those are tutor-discuss behavior strategies, evaluation strategies, demonstration for experiments strategies and multimedia teaching strategies.