Study On The Classroom Effective Teaching Behavior Of Middle School Teachers In The Background Of New Curriculum

How the effectiveness of teachers' classroom teaching behavior is, influences whether the new curriculum reform can succeed or not. According to the new requirements to teachers' classroom teaching behavior, when the middle school teachers gradually change their own teaching ideas and behaviors by themselves in the teaching, old inefficient or invalid teaching behavior exists while there generates the new teaching behavior problems. In order to reduce the burden of students and improve the teaching quality, "to enhance the classroom teaching effct" has been written into the "national long-term educational reform and development plan (2010-2020)". Therefore, it is very important to take a specialized research on the middle school teachers' classroom effective teaching behavior in the background of the new curriculum.This thesis studies the Yanji City junior high school teachers by the methods of literature review, observation, and survey, mastering the present situation and problems of the middle school teachers' classroom effective teaching behavior in the background of the new curriculum, analyzing the influence factors and offering the corresponding possible strategy. It can enrich the research on the effective teaching behavior, and offer some good reference to help teachers with forming the effective teaching behavior.Through a lot of statistical analysis of survey data, the conclusions are as follows:1. The middle school teachers' effective teaching behavior is often effective, but not always effective; both different types of the teaching behavior and the same teaching behavior's different characteristics have different effectiveness, the overall effectiveness of teaching behavior needs to be improved.2. There exist significant differences in all dimensions mean of teacher self-evaluation and student evaluation of teaching, the effectiveness of teaching behavior is significantly lower than student evaluation of teaching.3. There is basically no significant differences in all dimensions mean of different gender, occupation, profession, teaching grade, so gender, occupation, profession, teaching grade are not factors of the effectiveness of teaching behavior.4. There exist significant differences in dimensions of statement behavior, display behavior, the creation of teaching and learning environment and teaching time management of different graduate institutions. But in terms of mean, the mean in all dimensions of normal teachers is higher than non-normal teachers. Therefore, graduate institution is one of the factors.5. There exist significant differences in dimensions of statement behavior, guide behavior, the creation of teaching and learning environment of different subjects taught. But in terms of mean, the mean in all dimensions of subjects which are in the range of entrance examination to the senior high school is lower than those subjects which are not. Therefore, exam-oriented education is one of the factors.6. There exist significant differences in all dimensions mean except, discuss behavior with different class size, especially obvious in 8 dimensions. Therefore, class size is one factor of the effectiveness of teaching behavior.7. There exist significant differences in dimensions of display behavior, question behavior, the creation of teaching and learning environment and teaching time management of different teaching period. But in terms of mean, there is an order as follows:as a starting point to teaching period 1-5years, to the highest point at teaching period 11-15years, then decreased after teaching period over 16years. Therefore, teaching period is one factor of the effectiveness of teaching behavior.