Case Study On The Relationships Between Teaching Conceptions And Behavior Of Senior Middle School Chinese Language Teachers

Teachers’ teaching conception not only influences the interpretation of teachingtheory and experience, but also affects the behavior of teaching. So a deep discussionabout teachers’ opinions, attitudes, etc., will help teachers clarify their teaching ideas,help teachers achieve the best results in their actual teaching. There is certainsignificance in studying the teaching conception and behavior of senior middle schoolChinese teachers to guide Chinese teaching. At the same time, through the survey ofsenior middle school Chinese teachers’ conceptions and behavior of teaching inclassroom, can also provide them a platform to communicate and have mutuallearning. It reveals that the effect of teaching conception can’t be ignored whileChinese teachers developing their professional career.The author observed and interviewed three Chinese teachers in a senior middleschool in Guangdong province, study the condition and relationships between theteaching conception and behavior in classroom from aspects of the essence ofteaching, teaching target, teaching content, the roles between teachers and students,and teaching methods. The main conclusions of this study are as follows:1. The teaching conception of senior middle school Chinese teachers in teachingessence, the teaching goal, teaching content, the roles between teachers and students,and teaching methods is hierarchical and complex. Teachers’ understanding ofdifferent aspects of teaching conception varies among teachers, that is, the teachers’teaching conception is hierarchical; different teaching conception’s aspects ofdifferent teachers have different characteristics, which reflect the complexity ofteaching conception.2. Teaching behavior is a reflection in the practice of teaching conception, thesenior high school Chinese teachers’ behavior in classroom shows differences in thenature of teaching, teaching goal, teaching content, the roles between teachers andstudents, and teaching methods. That is to say teachers’ teaching behavior inclassroom can reflect the stated teaching conception, but it also reflect the hiddenteaching conception.3. The complex relationship between teaching conception and behavior of senior middle school Chinese teachers is consistency and inconsistency coexistence.Teachers’ teaching conception affects their teaching behavior, reflected by theirteaching behavior, people’s thought and behavior to achieve unity. But reflected bythe teaching behaviors in classroom, teachers’ teaching conception can also be hiddenteaching concept, and some teaching conception, still stays in the "claims" theorylevel. There is no action, thought and the behavior is inconsistent.4. Teacher’s teaching conception and teaching behavior in classroom relationshipsis influenced by external factors and teachers themselves: External factors such asteaching situation, students, examination system, teacher evaluation, etc.; Teachers’individual factors such as teachers’ internalization theory and teaching experience,teaching reflection, and so on.Base on the results of this research, the author put forward the recommandationsof creating external conditions and teachers conduct teaching reflection to make theteachers’ teaching conception be really implemented in real teaching practice andpromote the development of teachers.