Research On Teachers' Teaching Behaviors In Class Under The Background Of The New Curriculum Reform

A new round Curriculum reform of basic education has already been carried out in all parts of the country. As teachers are the performers of the Curriculum reform, so teachers' teaching behaviors, which play the role of spreading the will of the country, the thought of experts and the concept of new Curriculum, becomes the key to the success of the Curriculum reform. This research is based on the theoretical framework put forward by Professor Shi Liangfang, the Curriculum expert's classification of the teachers'main teaching behaviors in class, and combines the research methods of record observations and interview to analyze the teachers'teaching 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 class teaching under present Curriculum reform. In this study, the author has observed the teaching behaviors of 30 teachers from KangDing city of Sichuan province in class and coded them. This study is of practical value. It offers a realistic sample and objective base for the smooth implementation of the current Curriculum reform and provides research materials with referential value for education policy-makers to make policies and take measures.The result of this study shows: compared with traditional teachers'class teaching behaviors, with the Curriculum reform, the teachers'teaching behaviors have changed in many aspects. They are embodied in: first, The teacher-centered phenomena are getting fewer ; second, teacher-student relationships become democratic,equal and harmonious; third, teaching activities——from sole teaching to interactive teaching, from infusing teaching to questions guiding teaching. However, from the results of the research, it is also found that there are a lot of phenomena that are inharmonious to the concept of the new curriculum in the present class teaching behaviors and there is a gap between the real situation in class teaching behaviors and the ideal class teaching behaviors. They are embodied in :First, the group discussion of class is formal; Second, the quality of the class questions is not good; Third, the consideration for the poor students are inadequate; Fourth, the skill of praising in classes is not sufficiently used; Fifth, class exercises lack hierarchy and freedom .The teachers'teaching behaviors are affected in both subjective and objective factors, the former being the teachers'habits, mind-setting, disparity in education ideas, and the latter being limitations of workload and time,teachers'evaluation system and all kinds of examinations.As to the current situation of the curriculum reform of teaching behaviors in class, the author proposes the following suggestions: optimize teachers'teaching behaviors in the further classes; help teachers turn their ideas to behavior effectively; and suggest concrete feasible strategies to deal with five concrete teaching behaviors in class.