A Study On The Characteristics Of Teachers' Classroom Teaching Behavior In

Teaching behavior is an important part of teachers’ comprehensive qualities.Only by improving teachers’ comprehensive qualities can quality of education andquality of talent be enhanced. Thus, the core competitiveness of the country is secured.Teaching behavior, focusing on teachers’ behavior of "teaching", is the observableexplicit way of activity adopted by teachers to complete teaching tasks, as well asthe behavior exhibited by teachers in classroom teaching activities.In this study, with RIXIN SCHOOL in Xigang District, Dalian City as anexample, based on the observation of the classroom teaching behavior of teachersfrom special school, the status quo of teachers’ teaching behavior is explored. Thisstudy aims to provide professional help for teachers from special school, promote theimprovement of teaching quality and teaching effect, perfect the teaching process andprovide a reference for the research of related fields.Based on broad access to information and relevant studies at home and abroad,the author summarizes main structural elements for teachers’ teaching behavior andcomplies Observation Table for Classroom Teaching Behavior of Teachers fromSpecial Schools. With RIXIN SCHOOL in Xigang District, Dalian City as a studycase, this paper observes teachers’ classroom teaching behavior from the perspectivesof teachers’ classroom teaching language, classroom interaction, classroom teachingemotions and students’ behavior management. Combined with the interview outlinecomplied by the author, the overall situation of teachers’ classroom teaching behavior,the characteristics of classroom teaching behavior of teachers of different grades, andthe characteristics of classroom teaching behavior of teachers of different subjects arestudied. Meanwhile, the status quo and problems in teachers’ classroom teachingbehavior are also analyzed so as to obtain enlightenment on teaching.Conclusions:1. The classroom teaching language of teachers from special school is mainlyused in the teaching link and should be clear and fluent; teacher-student interactionand positive emotions focus on practice link; students’ behavior management shouldbe moderately expressed.2.classrrom teaching, interaction, emotions and students’ behavior managementof various grades of special school are all concentrated on teaching link; the emotionsof various grades are mostly positive ones. and the negative emotions of middle andsenior grades are basically reflected in the practice link; 3. The classroom teaching language of teachers of different subjects in specialschool is clear and fluent; the emotions are mostly positive ones; students’ behaviormanagement is valued; in the Chinese class, teacher-student interaction is the mostimportant feature; in the physical education class, student-student interaction is morefrequent; in the music class, positive emotions prevail; teachers of various subjects allpay attention to students’ behavior management; students’ behavior in Mathematicsclass is partly allowed; a serious faire phenomenon appears in the physical educationclass. Based on the above conclusions, the following recommendations are provided:1. Teachers from special school should give play to the charm of teachinglanguage;2. Quality of classroom interaction in special school should be enhanced;3. Teachers from special school should adopt reasonable and effective strategiesfor students’ behavior management;4. Teachers from special school should learn how to manage emotions.