The Research On Effectiveness Of Classroom Teaching Behavior

As a pursuit on teaching, scholars have been concerned on how to improve effectiveness of teaching all the time. Since the teaching behavior is a fundamental formation of the school teaching activity, it is impossible to have the effective teaching without the supporting of effective teaching behaviors, therefore improve the quality of education and instruction should be implemented eventually to improve up the effectiveness of teaching behavior. Effectiveness reflects the extent to achieve the expected results. Effective teaching usually essentially refers to the teaching procedures that bring about the desired optimal to students through some instructional activities by teacher. Effective teaching behavior means that the teachers limberly apply the tact and strategy of teaching under proper teaching theory in specific circumstances to use the behavior which could promote their professional growth and students'future development.If the teachers can judge the effectiveness of their own behavior, the validity of teaching will increase immensely. Under the background of new curriculum reform, the document research indicated that, the research that our educational circles have their eyes on teaching behavior is hitherto inadequate, and the construction of the system is imperfect, and it is more necessary than ever to require valid guidance to teaching practice.Classroom teaching behavior of the teachers is the core content of this study. Through documentary method, interview, observation and other methods to combined with teachers'teaching experience as well as theoretical studies to determine some key observation dimension. Meanwhile, take the case comparison method, showing the differences between the effective and inefficient teaching behavior, which in order to provide some reference for the large number of teachers in the new curriculum.Thesis is mainly divided into three chapters. The first chapter focuses on the definition of the concept of teaching behavior and effective teaching behavior through in order to clarify the vague ideas. The second chapter of the paper is the key part, the statistical analysis according to the classroom teaching had been done at the first hand, followed by screening identical teaching behaviors observed in some key dimensions, and compare these cases. Analyzing the teaching behavior which has the characteristics and differences; The differences in the effectiveness of teaching behavior; How do teachers to deal with classroom instruction and teacher-student interaction; Whether or not the acts of good teachers are highly efficient, while the general acts of teachers are inefficient? Which has one of the complex variables at work? The third chapter analyzed the main factors which influenced the validity of teaching behaviors and put forward the strategies of improving the validity of teaching behaviors and its meaning of promoting teachers'professional behavior.Only rooted in the specific circumstances of the practical classroom research can really give guidance for our teachers and teaching practice. This research hopes to further increase those researches about teaching behavior in practical field, and promote optimizing teachers'teaching behaviors and their professional growth.