Research On Classroom Behavior Of College Teachers Based On Teaching Reflection

With the advancing of higher education’s popularization, we are now facing a heavy task of improving the overall quality of higher education, and classroom behavior of college teachers is undoubtedly one of the most important factors influencing quality of higher education. Improvement in teachers’classroom behavior requires reflection. The key point of setting up a effective classroom lies in mastering the skill of effective reflection and implementing teaching reflection into the beginning and end of college teachers’classroom behavior.In this paper, we carried out analysis on classroom behavior including lecturing, asking, organizing discussion, guiding exercise and experiment from the perspective of teaching reflection combined with the specificity of college teachers’ teaching. Then, we conducted questionnaire interview about preparation before class, details of classroom behavior, teaching reflection and evaluation after class with part of teachers from six colleges which included key colleges, regular colleges and vocational colleges. After collection original data, we compared this result with what we discovered in classroom. Based on this, we found that college teachers can give clear and passionate lecturing and they were beginning to focus on classroom interaction and use of computer-assisting equipment. At the same time, we found that teachers relied more on traditional ways of lecturing and lacked in skills of asking, discussion and guiding exercise and real-time feedback. Aiming at the current situation of classroom behavior, we analyzed that the main factors influencing classroom behavior lies in professional ethics, levels of knowledge, difference in mental quality, levels of teaching reflection, teaching atmosphere, policies and students’ classroom behavior. Finally, in order to improve classroom behavior, we made suggestions including improving the awareness and ability of teachers’ reflection, updating teaching ideas, strengthening theory study, enhancing teachers’ sense of self-efficacy and setting up sound teaching incentive mechanism based on detailed survey data and analysis of literature.