A Study On The Effective Teaching Behavior Of Teachers In Chinese As A Foreign Language

With the Chinese constantly improve international status in the world, setting off a "Chinese fever" strike. The global scope of the number of people learning Chinese is increasing rapidly, Confucius school almost all over the country. Chinese as a bridge of cultural exchanges between China and foreign countries, is playing an increasingly important role in the international. With the development of foreign language teaching, the foreign language teachers are required to improve the Foreign language teachers are direct participants in teaching Chinese as a foreign language, is the teaching tasks are completed and the final realization of person. However, the quality of teaching and the teaching results of Chinese is still unsatisfactory, it is far to not meet the needs of the rapid development of Chinese. As foreign language teachers play an important role in teaching Chinese as a foreign language, so the research on effective teaching behavior of foreign language teacher is particularly necessary.The survey according to the author for nearly a year of teaching experience at Shaanxi Normal University, the author according to the most real data, carries on the questionnaire survey and interviews in the import, gestures, and question three aspects, through the comparison of the teacher and the student questionnaire survey analysis, to found the existence of these difference between teachers and students in teaching behavior, so as to give the teachers some enlightenment, optimize their teaching behaviors. Thesis is divided into seven parts, the first part is introduction, mainly on the classification of the concept of classroom teaching behavior and teaching behavior, research status, research significance, research content and method in this paper. The second part is the questionnaire, The third part is:he theory basis of teachers’classroom effective teaching behavior, The fourth part is the import behavior, mainly from the definition of import as well as on the investigation and analysis of classroom import, finally put forward the teaching reflection. The fifth part is gesture, the author mainly expounds the definition of gesture and gestures with classroom teaching, questionnaire survey and analysis of gesture, the gesture of the questionnaire survey analysis, the author mainly investigated the use of gestures, and understanding the role of gestures, gestures of fixed and freedom, and gestures in the phonetic teaching concrete using four link, finally, the results of the questionnaire investigation of teaching reflection. Questioning behavior is the sixth part, the author mainly from the definition of questions, a questionnaire about the questions as well as the reflection of teaching from three aspects, the author mainly from the distribution of the problem, ask questions after the form three aspects of waiting time, investigating the effectiveness of the questioning behavior. The seventh part is the summary, the main is to review the process of research, and puts forward the research significance and deficiency, finally proposed the prospect for research, hoping to provide reference to the Chinese as a foreign language teachers.