A Research On Primary School English Teachers' Classroom Instructional Behaviors In Nanchang

There is such a clear logic in China's basic education reform: education reform's core link depends on the curriculum reform, curriculum reform's core link depends on class teaching, and the key of classroom teaching depends on teacher professional development. While teacher professional development is inseparable from the teaching behavior research. This is an analyzed survey which is about English teachers'classroom teaching behaviors in Nanchang primary school.Main contents of this paper are as following: firstly it is preface which research problem raised and significance of research, the research idea, method and review. Then the first chapter is the relevant concepts definition. The second chapter is walking into classroom. At the beginning, showing six English classes; then analyzing classroom language by Flanders Interaction Analysis System, roughly describe the primary school English teacher's teaching behaviors: percent teacher talk, percent pupil talk, indirect influences and directly affect ratio, the teacher question ratio, instantaneous teacher response ratio, pupil initiation ratio, percent silence. Study found that percent teacher talk, percent pupil talk,the teacher question ratio,, percent silence is reasonably quiet classroom, but indirect influences and directly affect ratio, instantaneous teacher response ratio, pupil initiation ratio can not meet the standards; Because Flanders Interaction Analysis can not provide a reasonable explanation of certain behavior in class, what more by means of the questionnaires and interviews to teacher in order to research the further in-depth analysis of teaching behavior. The third chapter is analysis of influence factors on classroom teaching behavior, explores the main reasons of the problems: the classroom behavior of teachers by the traditional concept of teaching, teacher professional knowledge deficiencies, lack of teachers "teaching efficacy" and the burden of teachers . Then put up some countermeasures: change the traditional concept of teaching, to enrich teachers'professional knowledge, improve teacher's "teaching efficacy", to train teachers'ability of reflect and reduce the teachers'burdens. At last give some strategies. The last part points out the inadequacy and the direction for further research.