A Study Of Teachers' Behavior In Constructed Ecological Classroom In Senior High School

After ten years of the new curriculum reform of geography, philosophy and geography teachers’classrooms have undergone great changes. In order to further deepen the reform of classroom teaching, Lianyungang City in recent years proposed a" constructivist classroom ecology ". After a period of practice and reform, approaching the classroom and teachers we found a lot of classroom autonomy, cooperation, and exploraction not really carried out. The majority of teachers tend to focus on classroom behaviors, neglecting of educational activities, the roles of teachers’research to promote and guide teaching behaviors, The position of students is still not prominent, and most teachers do not attach importance to teaching reflection and so on.Based on teacher behavior problems for reflection, the article not only presents autonomy and cooperation, the default behavior and generate other teaching improvements, but to improves teacher education, teacher-student relationship and other educational activities and teachers in teaching, research, learning in teaching and research behavior. Article is divided into five parts:The first part, the introduction, introduces topics of the background and significance, research status and trends, as well as research ideas and methods, innovations. The second part is about a definition of the concept and research related to the theoretical basis. The third part is about a survery of teacher behavitor in the Lianyungang City High School in the implementation of "eco-constructivist classroom", Through surveys, visits and other forms the author analyes teacher behavior problems and the main reason. The fourth part, in education act, teaching behavior, as well as teaching and research act, puts forward countermeasures to improve teacher behavior. The fifth part is about the conclusion and outlook.From the study of this subject we can find that teachers should not only focus on improving classroom behaviors, but also focus on the improvemt of teaching behaviors, which will make "eco-constructivist classroom" highly effective, to improve students’ motivation to learn, to achieve efficient classroom and to promote the professional development of teachers, thus promoting the new geography curriculum reform.