An Empirical Study Of The Regional Culture Of The Primary And Secondary School Teachers Teaching Behavior

Teaching behavior of teachers in the teaching process, teaching preparation, teaching practice and teaching reflection activities in and out of the range of behavior of the complex, is subject to certain educational thinking, influenced by cultural values, based on a specific teaching situation of teaching practice behavior. Regional culture is people within a certain geographical area formed during the long-term practice, and reflect the values of the group, thinking, and behavior patterns of life of material culture, system culture, behavior and spiritual cultural composition of the complex. Specific geographical and cultural context of the teachers, their teaching behavior are necessarily subject to specific geographical and cultural influence. This paper investigates different geographical and cultural context of primary and secondary school teachers preparatory acts, teaching practice and teaching reflection behavior differs from the behavior, so as to reveal the specific cultural context of teachers’ teaching behaviors specific rules, in order to improve primary and secondary school teachers to provide teaching behaviors theoretical basis for the promotion of common development of primary and secondary school teachers and students to provide practical guidance.In this thesis, the following aspects of the problem, namely the regional culture and teaching behavior theory to explain the relationship, two different geographical and cultural background of teachers teaching behavior differences, three different geographical and cultural background of teachers teaching behavior strategies and recommendations for improvement. In this thesis, literature analysis, theoretical interpretation, in areas of Guyuan and yinchuan in20middle schools and primary schools,456primary and secondary school teachers as the research object, the application questionnaire and interview methods, from teaching preparatory acts, teaching organizational behavior, teaching management behavior, teaching presentation of behavior, teaching guide behavior, teaching evaluation behavior, teaching reflection behavior seven dimensions of teachers teaching these two regions conduct research and comparative analysis. The results show that:firstly, Guyuan Teachers teaching behavior mean scores presented in descending order of teaching behaviors, teaching management behavior, teaching evaluation behavior, teaching guide behavior, teaching organizational behavior, teaching reflection behavior and teaching preparatory acts. Yinchuan mean score teachers teaching behaviors presented in descending order of teaching behaviors, teaching management behavior, teaching guide behavior, teaching evaluation behavior, teaching reflection behavior, teaching organizational behavior and teaching preparatory acts. Second, the different geographical and cultural context of primary and secondary school teachers teaching organizational behavior, instructional management behavior, teaching presentation of behavior, teaching behavior and teaching reflection behavior guidance There are significant differences, teaching and teaching evaluation acts preparatory acts there is no significant difference. Third, the regional culture of the school teachers teaching organizational behavior, teaching management behavior, teaching presentation of behavior, conduct and teaching reflection teaching guide behavior was highly correlated, regional culture and behavior of teachers teaching preparation and teaching evaluation is no correlation between the behavior. Guyuan and Yinchuan area for teachers teaching behavior situation, the relevant departments and teachers I should take positive measures to reduce the geographical and cultural impact of bad behavior of teachers, one should pay attention to local culture, changing teaching concepts; two to study the local culture, improve teaching behavior; Third, we must take advantage of local culture, and promote professional development.