Foreign Language Teachers Is Not Valid Teaching Behavior

To improve the effectiveness of classroom teaching, the foreign scholars began to study effective teaching at the end of19th century. As one of the most important components of classroom teaching, teaching behaviors have important implications for the teaching effect. After1960s, the research on effective teaching began to focus on teacher's teaching behavior. After1970s, researches on effective teaching behaviors had taken place of the ones on pure teaching behaviors. Effective teaching behaviors refer to the behaviors that complied with teaching rules and achieve the teaching goals within limited time. Through the research on effective teaching behaviors, teachers can get directions from the result of study and improve their effectiveness of classroom teaching.Domestic studies on effective teaching began in1980s. Except for introducing the foreign research findings, most of the studies are the results of the Curricular Reform of Secondary School and Elementary School and related to the education of secondary school and elementary school. It's lack of studies on a specific subject, especially the studies on teaching Chinese as a second language. In addition, most of the researches are based on effective teaching behaviors, and the ineffective teaching behaviors are always been ignored. However, there is more universality on ineffective teaching behaviors, as you can always find similar ineffective teaching behaviors in new teachers' classes, which makes them more introductional.Therefore, based on classroom teaching observation, this paper focuses on summarizing and analyzing the ineffective teaching behaviors of introducing, asking questions, explaining and practicing. This research hopes to offer useful advices for teachers and further increase the researches on effectiveness of teaching Chinese as a second language.