Practice And Reflection: A Study On Classroom Teaching Behavior

Classroom teaching behavior as an important part of classroom activity plays a significant role in the improvement of school's teaching quality and the realization of new curriculum reform.With greater concern for education and further deepening of studies on teaching theories and practice,"classroom" has become an often-discussed topic among scholars.The implementation of curriculum reform in basic education makes "classroom" an important field for research.However, the fruits of classroom teaching behavior from the perspective of theory plus practice are rarely seen in today's academic circles.Thus,based on cases and by means of theoretical analysis,class observation, teacher/student interview,questionnaire investigation,etc.,this study further explores theories and practice on classroom teaching behavior.The dissertation,based on the starting excuse,current status,value and characteristics of the study,and the connotations classifications and characteristics of classroom teaching behavior,discusses the design of the study on classroom teaching behavior,make a deep penetration in current situations of classroom teaching behavior,expectation construction of classroom teaching behavior,strategies for changing classroom teaching behavior and so on,respectively.The overall part of the design identifies topic,method and target of the study,introduces process of data collection,data analysis and discusses validity,ethics of the study.At the same time,analyzes the relevant result of communication action theory,learning theory,cultural theory and action theory and probes their revelation to the study of classroom teaching behavior.In the part of current situation penetration,firstly,the dissertation presents the current situations of classroom teaching behavior from different perspectives by " the method of three aspects mutual authentication" with six different types of primary and high schools as cases;secondly,analyses the prevalent problems in classroom teaching behavior and the reasons for them;thirdly,puts forward the influencing factors circle of classroom teaching behavior,with "external influencing factors circle" and" internal influencing factors circle" included,"social level","school level","classroom level" composing the former and "teacher level "," student level "," curriculum level"composing the latter; fourth,makes a reflections on current situation of primary and high school classroom teaching behavior,points out the challenge and urgency of classroom teaching behavior.Part of expectation construction,constructs the expectation of classroom teaching behavior by adopting an abstract-to-concrete model; puts forward the expectation of classroom teaching behavior in line with the ideas and requirements of reform in new curriculum,with human-centeredness,efficacy,harmony and creativity as basic ideas,with the unity of rules and intentions,the unity of intelligence development and affection nurturing,the unity of general development and case-by-case education,the unity of subjectivity and inter subjectivity as basic principles,and designs a chart of expectation for classroom teaching behavior,which includes concrete actions,evaluation criteria and reference standards,to provide a blueprint for the refinement of teachers' and students' behavior.Part of strategies for changing,discusses general strategies for support and concrete strategies for implementation.General strategies for support based on "social level","school level","classroom level" to provide general support for classroom teaching behavior.Concrete strategies for implementation offers strategies helpful to the changes of teachers' behavior,students' behavior and interactive behavior respectively to build a bridge between reality and expectation to optimize classroom teaching behavior with the application of these strategies.In conclusion,the dissertation is a summary of and a reflection on classroom teaching behavior.It points out discoveries and limitations of the study,renders some issues for further discussion and looks into the future of classroom teaching behavior studies.