The Research Of Investigation To The Effective Teaching Behavior Of Chinese Reading Classroom In Junior School

Teachers'teaching behavior in the classroom has the most direct impact on students'learning outcomes. The author conducted the research based on the awareness that teachers'teaching and students'learning combined to influence the teaching effectiveness. In view of the "high consumption of low-efficiency" problem that still exists in the current Chinese language teaching, the author took the Chinese language teachers'teaching behavior as research subjects, explored the effective teaching behaviors of Chinese language theoretically and practically. Four kinds of research methods were used in this thesis: literature, theoretical research, classroom observation and survey research. It consists of four parts:Part I: Introduction on the General situation of the Research. First of all, the theoretical and practical significance of effective teaching on Chinese language was introduced. Then, the purpose and research methods of this study were put forward based on the review of research on effective teaching and effective teaching of Chinese language.Part II: Theoretical analysis of effective Chinese language teaching behavior. First of all, the theoretical basis for this study was introduced. And then under the premise of analysis of teachers'teaching behavior and effective teaching behavior, the definition and features of effective behavior of Chinese language teaching were introduced. The scientific and reasonable definition was submitted properly, and the feasibility of effective teaching behavior of secondary Chinese language teachers was proved.Part III: Analysis of the current situation of effective teaching in reading classroom of junior high school. It mainly used the questionnaire survey method, statistical techniques to investigate the status of reading teaching ofjunior high school. The author analyzed teachers'teaching problems revealed in the result, explored the reasons, and came to the conclusion.Part IV: Exploration to the effective teaching behavior in the reading classroom. First, from the point of teachers'teaching behavior, some real classroom instruction recordings were analyzed, the effective teaching behaviors in the reading classroom were attributed. Then, through the Lesson analyses, the questionnaire survey method, statistical techniques, the author suggested some effective Chinese teachers'teaching behaviors and strategies in the reading classroom. Finally, according to the status and effective teaching behaviors, the author put forward with respective suggestion.Through the investigation, 23 teachers'effective teaching behaviors in reading classroom were concluded. The analysis of questionnaire showed that middle school teachers'reading instruction have a certain degree of effectiveness. Teachers'different teaching behaviors have its different effectiveness. In the reading classroom, the more effective teaching behaviors are: the text closely, appreciation of language; emphasize to teach reading methods to students, such as key words, comprehension of words, questioning, discussion; attention to creating a learning atmosphere for students, to activate their emotional experience and enthusiasm; focus on other extra-curricular reading materials, widen students'field of reading vision, etc.The results of this study also reflected some problems: the Chinese language teachers generally speak too much in the reading class, many teachers nearly kept talking from the beginning to the end, they occupied most of classroom time; the learning methods such as autonomy, cooperation, exploration, have not been applied to the majority of Chinese language teachers'classroom teaching; teaching method was rather simple, activity forms were relatively boring; students had a lot of exercises and homework, but little reading practice.Finally, according to the teaching behavior problems revealed in the investigation and the concluded effective teaching behavior, the author made the corresponding improving recommendations for the front-line teachers, including the four aspects such as strengthening teaching reflection, the integrated use of a variety of instructional practices and teaching strategies, developing reading means to enhance extra-curricular reading, diversifying training forms.