Research On Teachers' Behavior Based On Geography Classroom Teaching Video

The classroom is the main position for students’ learning and development. So, how to effectivelyand objectively analyze the behavior of teaching, and to understand the development of students’learning and other capacities, and to find practical ways to improve teachers’ behavior, is the key pointto improve our teaching quality.Currently, classroom observation is a primary way of middle school teaching research, includinglisten to class, text case study and video analysis. Among them, listen to class is a traditional way forclassroom observation, and it is widely used for a long time. However, due to the irreversible process ofclassroom instruction, observation and evaluation relies mainly on observer’s senses to obtaininformation, which can’t make the observer get complete and effective information within a limitedperiod of time, resulting in a less comprehensive analysis of classroom observations. Text case study isanother way for classroom observation, which lack of real classroom situations, observers can notobjectively analysis of classroom teaching behavior, resulting in distortion of classroom observation.While recording video analysis method as a new teaching observation strategy, it can make up for thelimitation of the other two methods, making the results more accurate and objective.Based on the existing research methods, this article takes the seventh grade “Australia” lesson videoas an example, selects three excellent videos of different provinces times to analyze, then encodes theteaching behavior and student behavior base on the classification coding of teacher and studentsbehavior, and makes a quantitative analysis. This article tried to find out the characteristics andproblems of excellent geography teachers.The study found that several teachers’ behavior has changed with the development of times andcontinuous reform of geography curriculum. First, teachers’ behavior reflects the concept of the newcurriculum in a certain extent, teachers are more concerned about the reaction of students, and pay moreattention on communication with students; Second, teachers allow more students to participate inteaching activity in the classroom; Third, teachers with more emphasis on developing students’academic thinking and practical ability, including the ability to image interpretation, presentation, andcooperation, not just imparting knowledge; Fourth, teachers are more using multimedia as teaching aids,and reducing the use of traditional teaching media, such as slide slideshow, TV, etc.By analyzing excellent video of teachers, we can not only found the commonality of outstandinggeography teachers, but also explored video analysis methods on geographic teaching.In reference of TIMSS’s video analysis method and "Experimental Study of Classroom Behavior Analysis and Evaluation" of People’s Education Press, this article combines the characteristics of geography with geography teachers’ teaching behavior to encode the classification, and provides geographic referencefor future video analysis and research, and makes meaning for our geography classroom video research.