The Research On Teaching Behaviors According To The Reform Of New Curriculum

Global social and economic development has brought about a new round of curriculum reform.The new century, an education-and-learning-oriented era, sees the challenges facing teachers and their teaching behaviors influenced by the traditional teaching mode, which lead to curriculum reform of basic education, a systematic project, the utmost aim of which is to set the foundation for reform and improvement of the educational and instructional mode, and cultivation of well-qualified talents of the new era.To have a good understanding of the demands put forward by the new curriculum on teaching behaviors and of the significance of the reform on curriculum, teachers are supposed to acknowledge the defects of the old teaching behaviors against the traditional teaching mode.However we are unlikely to offer solutions to problems like what defects the traditional teaching behaviors are hindered with and where they lie in unless we probe deep into the essence and characteristics of the traditional class teaching. The traditional style of class teaching is knowledge-oriented, with other factors like affection, attitude, intelligence and skills at a secondary level. It also results in the lack of care on human life and its development, merely focusing on the conveyance of knowledge. Students, therefore, are considered a container of receiving knowledge instead of an individual of character. This is where the defects of the traditional teaching mode lie.With teaching behaviors led by the concept of new curriculum, teachers are expected to show concern over students' personality shaping and experience, shifting the teacher-centered teaching style to student-centered one, adopt retrospection, coordination and scientific well-round appraisal in the teaching process, and launch effective teaching activities with modern teaching aids.Based on the reflection on the above problems, only by putting forward strategies and measures to the reform of teaching behaviors, and by understanding the demands offered under the concept of new curriculum, can we ensure the right direction leading the future teaching tasks, the change of teaching concept and behaviors, and increase of teaching quality.This paper attempts to provide an analysis on the teaching behaviors in light of the author's own teaching practices and understanding of the reform of the new curriculum.