A Study On The Investigation Of Classroom Concern Behavior Of Junior Middle School Teachers

“Concern” is the meaning of taking care of someone or something and pay much attention to someone or something. Teacher concerning behaviors are a series of behaviors which occured in classroom are used to pay attention to students learning or relative things by using motion, language, expression and so on. The theoretical basis of this research is the Stages of Teacher’s Professional Development and Effective teaching theory. This research places emphasis on teacher concerning behaviors in classroom teaching. The main research tool is the observation scale and students seat form and the object is the concerning behavior in classroom of 12 junior teachers in A junior school. The main method of research is observing 35 classes and interviewing part of teachers and students. Through observation and interviews, I want to collect the following information: Firstly, to know about what concerning behavior the teacher used, the characteristic of the concerning behavior, compare the difference of teacher concerning behaviors in age, grade. Secondly, to research what the teachers concerned; Thirdly, to research what affect the teachers concerning behaviors and what influences teachers concerning behaviors produced.The main conclusions are the followings: Firstly, the main teachers concerning behaviors are 37 kinds, such as “collective questions”、“telling teaching target” and so on. Teacher often used “collective questions” and “telling teaching target”; then used other behaviors, such as “sum up main points”, “asking questions” and so on. Teacher used behaviors sometime, such as “giving students guidance ”and so on. Teacher seldom used “game” and other behaviors. Secondly, teachers mainly concern the students, curriculum, teaching environment. Thirdly, teacher just concern small parts of students in class and pay more attention to those who study well. Fourthly, the factors which affect teachers concerning behaviors are teachers’ factors including teaching ideas, school age, classroom control ability; student factors including learning state and learning effect; nature of the discipline curriculum; educational system and teaching environment. Fifthly, teachers’ proper concerning behaviors have positive influence and teachers’ improper concerning behaviors have negative influence. Sixth, the traits of teacher concerning behavior are the followings: teachers have their own ideas about “concern”; to some extent, the take students’ need and learning effect into consideration; teacher would like to use language to express concerning behavior.Seventh, there are some problems about teacher concerning behaviors: teacher don’t know about the true meaning of the “concern” and relative concern theory. Teachers concern students outwardly and neglect some students. Teachers concerning behaviors deviate the concerning aspects and purpose.At the end, I try to research how to improve the level of teachers concern. Teachers should learn Theory about Concern and develop correlative teaching practical activities.