Research On Teachers' Classroom Management Behavior Under The Background Of The New Curriculum Reform

The new curriculum reform of basic education has already been carried out ten years from 21st century. As teachers play an important role in the new curriculum reform, so the concept of new curriculum, whether can be true in the classroom becomes the key to success. experts have mada many various research on this. The whole thesis includes three components:Part one is the theoretical exploration. Analysing the concept of new curriculum reform and class management, it introducees the new requirements on classroom management behavior:developing, efficient, interactive, the "hidden", "nothing" as the guiding ideology.Part two is design and analysis of observation. This research is based on the theoretical framework, which includes teachers students and classroom environment, put forward by Professor Liu Jiafang, the domestic expert on effective classroom management behavior, the curriculum expert's classification of the management behaviors in class, teachers' behaviors(verbal and non verbal), student self-management behavior, classroom routine, interactive cooperation, teacher-student relationship. And combines the research methods of record observations and interview to analyze the teachers' classroom management behaviors in class under the new Curriculum reform with self-compiled class observation records as the research instrument, so as to systematically present the real situation of the classroom management behaviors under present curriculum reform. In this study, the author has observed the classroom management behaviors of 30 teachers from two school of PingDingShan city of HeNan province in class and coded them. Also interviewed the teachers and students understanding the confuses in observation. As a real sample, it provides research materials with referential value for the smooth implementation of the current curriculum concept.Part three is the results of this study. Compared with traditional classroom management behavior, it's more obvious, the incentive of speech acts, self-management initiative, interactive participation, regular classroom dynamic and behavior of democracy, equality, harmony. But we also found some phenomenons as similar as traditional behavior, in contrary to the concept of new curriculum. There are still some shortcomings, mainly in words and actions dysfunction, implicit of management behavior, poor skills of student self-management, lack of management behavior in cooperation, strongly controll in the routine, target deviation on behavior.Teachers'classroom management are affected in many factors. In teachers' themselves, it's main in the personal qualities of teachers, the professionalism and the disparity in management ideas. In both teachers and students, it's main in the interaction and cooperation, relations between teachers and students, environment in the classroom. In a word, all of above are the main factors formating the status quo of classroom management behavior.As to the current situation of the curriculum reform of teaching behaviors in class, the author proposes the following suggestions:in the overall strategy, encourage teachers to participate in action research, help teachers turn their ideas to behavior effectively, enhance self-learning, improve school-related system. In specific skills, suggest concrete feasible strategies to deal with some concrete classroom management behaviors.