Analysis Of Teachers' Inaccurate Teaching Behavior Based On The New Curriculum Standards

The new curriculum standards put forward a lot of new requirements for teaching behaviors, however, a great quantity teachers'inaccuracte teaching behaviors exist between subjective norms and objective reality. These teachers' inaccuracte teaching behaviors are potential source of problems in the classroom, which can lead to student demotivation, dissatisfaction, and resistence. In view of this, the logical thinking of this thesis is like this:firstly, it raises the questions "Do teachers have inaccuracte teaching behaviors under the new cuuriculum standards?" and "How do teachers misbehavior?". And followed the questions is a description of former relevant studies to these questions.Then the author took students' eyes of teachers' inaccuracte teaching behaviors" as the breakthrough point of this reaseach to analysis teachers' inaccuracte teaching behaviors in real classroom situation. At the end of the thesis is authors' suggestions to deal with teachers' inaccuracte teaching behaviors.This thesis is made up of four parts altogether.Chapter One:the "Introduction" mainly introduces the background of this study, including reasons why the topic had been chosen, a thorough description pf correspondent literature and the defining of some very important related concepts of the research. To make the core concepts in this paper more clear, this research defined "teachers'inaccuracte teaching behaviors" as:a kind of teaching misbehavior that against teaching regularity and curriculum standards,which will disrupt teaching and influnce student outcomes.Reaseach methods have also been stated in Chapter One.Chapter Two shows the current situation of "teachers'inaccuracte teaching behaviors" through classroom observation, student questionnaire survey and teacher interviw.Based on this,the author concludes"teachers'inaccuracte teaching behaviors" as five types:arbitrary teaching behavior, tendentious teaching behavior, sequacious teaching behavior, excessive teaching behavior and emotional barrier teaching behavior.Chapter Three explores the reasons.that influnce "teachers' inaccuracte teaching behaviors". The author thinks devation of teacher belief, delay of practical teaching knowledge, privation of teaching monitoring capability, omission of sense of responsibility, negative emotion and lack of teacher-student communication are internal causes, while negative school culture, unilateral teacher evaluation, lack of curriculum resources, working overload and time limit are external causes of "teachers'inaccuracte teaching behaviors"Chapter Four explores the strategies on how to make "teachers'inaccuracte teaching behaviors" have a positive change.On the basis of analysis on the factors, the author suggests that teacher should reconstruct their teaching beliefs, inprove their refective thinking ability and explore the professional value of being as a teacher, and also to offer effective teacher training, construct the teaching behavior standards to regulate teachers' teaching behaviors,establish incentive teacher evaluation mechanism,and contruct teacher-beloved school culture.