The Research On The High School Geography Teachers’ Teaching Behavior Under New Curriculum Reform

With the rapid development of science and technology, information society, the globalization ofthe economy makes increasingly fierce international competition, and national development increasinglydepends on the quality of workers and innovative talents, depending on the level and quality of theeducation development.2003high school geography curriculum standards (for Trial Implementation)"promulgated, marking a new high school geography curriculum reform was officially kicked off. Newcourses in the curriculum structure, content, functionality, implementation, evaluation and managementthan the old curriculum have a significant innovations and breakthroughs, and put a higher demand on theteachers’ behavior. High school geography teacher as the key factor of the new geography curriculumreform, teaching behavior as a form of externalization in their own quality, is to determine the key factorsof success of the reform of classroom teaching. Therefore, the status quo of the geography teachers’teaching behaviors in the new context of curriculum reform has a certain theoretical significance andpractical significance.Variety of investigative techniques, presentation and behavior, questioning behavior, interactivebehavior, evaluation of behavior, teaching reflection behavior from high school geography teacher in a lotof reading literature on the basis of questionnaires, interviews, surveys, statistical analysis, analysis of highschool in Henan Province the status quo of the geography teachers’ teaching behaviors and problems.According to the questionnaire analysis and teacher interviews shows that, in general, the geographyteacher with the basic idea of the new curriculum, expand the geography classroom teaching on the basis ofequality, understanding, respect the teachers’ behavior has been greatly enhanced. Presentation behavior,the vast majority of teachers use the language of the discipline of geography to expand classroom teaching;modern teaching multimedia technology widely used in the more economically developed areas; ineconomically less developed rural areas, traditional teaching methods still occupy the dominant position.Existence of "blind spots" in question acts, the object of teachers’ questions, questions the lack of "life" andtargeted, given questions after waiting a short time. Interactive behavior, the majority of teachers canconsciously organize students to carry out independent, cooperative, explore a variety of learning styles, inquiry-based discussions are not effective; severe shortage of teaching resources, increasing the difficultyto expand the geographic experimental teaching. In the evaluation of behavior, evaluation, narrow, singleevaluation methods, evaluation of the main trends in teacher. Behavior in teaching reflection, most teacherscan consciously teaching reflection in order to improve their own professional development, but someteachers are not aware of the importance of teaching reflection.In the study found that high school geography teachers’ behavior in the obvious difference in thecharacteristic variables of education, schools, attribution, seniority, age, gender, no significant differencesin the teaching grade, job title and other characteristic variables. The teachers’ behavior with complex, bythe combined effect of the teachers, students, teaching materials, educational system, teacher training andother factors. The article concludes with the optimization strategy to improve teachers ’teaching behaviors,aimed at improving the effectiveness and awareness of teachers’ teaching behaviors. Geography teachingbehavior in the context of the new curriculum from the perspective of geography teachers practice newcurriculum empirical research has important implications for deepening the theory of the new curriculumreform and guidance on the specific implementation of the new geography curriculum.The innovation of this paper is mainly in the following points. Firstly, closely integrate thestandards of the new round of curriculum reform, the core concept of the new curriculum into the teachingbehavior, and expand the scope of the study of teachers ’teaching behaviors, and perfect the system ofteachers’ teaching behaviors; secondly while focusing on the combination of qualitative and quantitativeresearch, try to rate the performance of high school geography teachers’ teaching behaviors in the newcurriculum reform to quantify and standardize calculation to provide practical data for teaching the theoryresearchers can be more deep-seated.