Study Of Junior High School Classroom Teaching Behavior In The Context Of New Courses

This article from the school level to implement the new curriculum describe the status of junior high school classroom behavior,analyze the difference between the situation and the behavior of the new curriculum,and discuss the problem and countermeasure. We base on the definition of classroom teaching behavior,analysis on the domestic and foreign relevant research, describes the new curriculum teaching behavior patterns, advocate under the background of the new curriculum teaching behavior of the connotation and realize the propsal of the teacher's teaching behavior and students' learning behavior.On the basis of previous theory, the main perspective is the classroom teaching behavior of the new curriculum in Xi'an junior middle school. Choose the yanta district as the research sample of xian, the teacher of combining qualitative and quantitative research methods, using different research tools to gather information. First, to the teacher in class teaching behavior for eleven kinds of core observation categories, with the method of time sampling design under the background of "new course teaching behavior observation scale", statistics and records teachers and students of different teaching behavior's frequency and background. Through observation and statistics, sorting, draw out:1.the structure of junior high school classroom teaching behavior, classroom teaching behavior showed a higher frequency of behavior:Stating behavior,interlocution behavior,feedback and aggrandizement behavior, writing on the blackboard behavior, and students'practice; 2.classroom behavior of different subjects comparative analysis, draw:the Chinese, Mathematics and English classroom teachers with high and low frequency behavior is not much different type of conclusion; 3, classroom teaching behavior changes over time. Second:Using self-designed " the new middle school classroom of the the new curriculum students learning behavior questionnaire" for student learning. Second, using self-designed "The questionnaire of junior class student learning behavior under the background of new curriculum " understand student's learning. Using questionnaire, interview the empirical research method of combining research, from the subjective factors influencing students' learning, learning initiative and learning classroom performance, study method habits and after-school situation analysis research. Results show that:the teacher's teaching behavior has some changes, but still exist some unreasonable inappropriate behavior; The factors influencing students' learning behavior and miscellaneous, enables students to meet the new course learning behavior standard, not only need the student's own efforts, but also require teachers to help.To solve these problems, analyze the root causes of behavior and to promote teaching and improve students' learning behavior, put forward the following recommendations:First, in the process of teaching Suggestions.1. Teaching "liberalization"; 2. The democratization of teaching management; 3. Diversified teaching evaluation. Second, seeking scientific and effective training mode. Third, observing discussion, in doing realize the continuous improvement of the teachers' teaching behaviors. Fourth, students change requires teachers' help.1.Guide students to build up the correct learning purposes; 2. Inspire students' interest, improve students' learning initiative; 3. Teachers should clear his responsibilities.