Study On The Difference Of Class-Teaching Behavior Of Uighur Chemistry Bilingual Teachers In Urumqi Middle School

Based on carrying on a related overview research on teachers'class-teaching behavior, with Uighur bilingual chemistry teachers in Urumqi as the research object and through using questionnaire, class observation, interview survey, this research carries on analysis and comparison on the class-teaching behavior of the new-hand bilingual chemistry teachers and the expert teachers in Uighur middle schools, and it finds that there exists distinctions on the two kinds teachers'class-presenting and class-showing behavior, conversation behavior, guiding behavior and management behavior. These distinctions are as follows:(1) In presenting and showing behavior, the outstanding characteristics of new-hand teachers is the diversification of their teaching methods, while expert teachers show high degree of regimentation and structure on chemistry knowledge; the new-hand teachers pay more attention to the presenting of every knowledge point, and expert teachers put emphasis on making students understand the relation between each knowledge point and helping students to establish the network of knowledge. (2) On the question and answer behavior, the new-hand teachers pay attention to the feasibility of the questions they ask but lack certain intelligence to students'reasoning answer; expert teachers emphasize on the questions'difficulty layer and are good at guiding students to carry on a thorough thinking through passing a problem set. (3) In guiding behavior, the new-hand teachers tend to be self-centered and emphasize on whether the teaching design is completed or not, but lack change types and gradient design to practice; expert teachers watch out for students'practice and put more emphasis on explaining example before practicing and the change type of practice. (4) In managing behavior, both the new-hand teachers and expert teachers are accustomed to making use of their own race language to carry on class management. The difference between the two is that the new-hand teachers are more passive in management and pay attention to rule students through institutions and regulations, while expert teachers can combine knowledge, teaching and management naturally, and realize the dynamic management.Lastly, the researcher puts forward to the following suggestions to the new-hand bilingual Uighur chemistry teachers to help them optimize the class-teaching behavior: (1) At the pre-incumbency educating period, it is necessary to raise Chinese level continuously, make efforts to expand the horizon of knowledge and put emphasis on the training on the practical teaching ability. (2) At the post-incumbency growing-up period, the new-hand teachers should make use of such methods as professional guiding, self-examination, mutual aid among companions to improve the teaching accomplishment. (3) The new-hand teachers should put more emphasis on the self-identity and delivery of their own nationality's culture, and can make use of the chemistry resource from their nationality to help students to understand and deepen what they have learned.