Research On Teaching Behavior Of Information Technology Teachers In Junior Middle School

Widespread popularity advent of information technology and information society for all members of society have put forward new demands, access to information, analysis, processing and application capabilities will become a modern basic ability and quality flags. This is a requirement of the times, the requirements of human progress. This requirement would have a huge impact on education, and raises many new issues of education.Our IT education despite a great booming trend, however, compared with the current needs of IT application level of development and economic construction, our IT education is still a considerable gap. Especially in information technology education in primary and secondary schools, far short of the new talents. One of the more prominent problems are teaching IT courses but also with a certain spontaneity, blindness. IT courses for the purpose, tasks, content, but also the lack of a clear and unified understanding and requirements, and even the IT development more confused the more awareness of these issues phenomena; grasp aspects of the teaching process, nor go from theory in-depth study. The new round of basic education curriculum reform in 2001, China began to implement, the new curriculum depicts an ideal educational blueprint. Which clearly defines the course of the three-dimensional teaching objectives, namely, knowledge and skills, processes and methods, attitudes and values. Achieve three goals, inseparable from the classroom attention and improvement. Because the behavior of a variety of classroom teaching activities to be undertaken carrier, able to classroom teaching and the many factors that play a role in linking. Although the effect of classroom learning can not be completely determined by the teachers’ behavior, but in the classroom, teachers can use clear statement of the right questions, timely guidance to promote student learning.In this study, combined with three-dimensional information technology courses teaching objectives, the use of questionnaires, interactive analysis, classroom observation methods, import behavior of teachers in the classroom teaching process, to explain behavior, demonstrate behavior, operation and demonstration of behavior to guide behavior, behavior observation and evaluation analysis, from the perspective of teaching behavior, exploring IT classroom problems and change strategies, reflect on their own sense of purpose for IT teachers and provide the basis for adjusting teaching behavior.