Research On Classroom Teaching Behavior Of Chinese Teacher In Junior Middle School

Chinese accomplishment is the foundation of students to learn other courses, and is also the foundation of students’ all-round development and lifelong development. Junior middle school stage is the critical period to cultivate students’ Chinese accomplishment, the formation of students’ Chinese accomplishment is dependent on the effective guidance of teacher’s teaching behavior, so this study " Research on classroom teaching behavior of Chinese teacher in Junior middle school ", which is both respond to the reality of Chinese curriculum reform demand, is also exploring teachers’ professional development and the inevitable trend of deepening the teaching behavior research. This thesis mainly do the following several aspects of research.First, through the analysis of the related literature, I have a whole grasp of the study on Chinese teaching and teacher’s teaching behavior at home and abroad in present situation, on this basis, Giving the classification of teachers’ classroom teaching behavior. In this study, the teacher’s teaching behavior is divided into two main types of teaching behavior and the auxiliary teaching behavior, the main teaching behavior includes content rendering behavior, dialogue behavior, guiding behavior; Auxiliary teaching behavior includes maintaining the rules of classroom learning, teaching situation creation, students’ interest in learning, the class time management behavior, and the operational definition of each type is given. According to the characteristics of the Chinese subject and the actual research, this thesis focuses on four types of main teaching activities such as the explanation behavior, questioning behavior, feedback behavior and reading guide behavior.Second, under the different concepts of education, the language teacher’s classroom teaching behavior have different value criteria, this research with the new curriculum concept and humanistic teaching idea as the foundation, Analyzing three major value orientation of the language new curriculum standard,such as student standard view, respect for diversity and individual differences, the pursuit of the generative and openness of course. Under the value orientation of new curriculum standard, put forward five effective standards of Chinese teacher’s classroom teaching behavior in junior middle school.Third, on the basis of existing research, I construct a study index system of the four major teaching behaviors, on this basis, compiled the classroom observation tools and teacher interview outline. Through classroom observation, interviews and analysis of typical cases open mode, found that the current junior middle school language teacher has changed the face of the traditional classroom teaching behavior: teacher’s role has changed, students’ learning psychological has be attended, students’ subjectivity status has be respected, the traditional teaching methods has be improved, etc., but at the same time, there are problems to be solved. Teachers’ mastery of the language discipline nature, for example, is inadequate, the language’s "literariness" is not very good, the students’thinking time is shorter, In teaching fairness, did not take care of the whole class, did not reflect "to each student’s development", The teaching feedback form is too simple.Fourth, the influence factors of Chinese teachers’ classroom teaching behavior in junior middle school are various, the internal cause Including the sense of responsibility of teachers, teaching concept, teachers’ professional quality, teaching self-efficacy, teaching habits, etc., the external factors are students, the school evaluation system, test pressure, professional training, etc. Due to the teaching behavior is the external form of the quality of teachers, the internal factor is the main influencing factor of the teacher’s teaching behavior, therefore, in view of the current existing problems of Chinese teachers’ teaching behavior in the junior middle school, this study mainly analyze the factors of teachers themselves.Fifth, in view of the current problems of Chinese teachers’ classroom teaching behavior in junior middle school put forward the optimized strategy of the language teachers’ explanation behavior, questioning behavior, feedback behavior and reading guide behavior. In the aspect of the explanation behavior, the language teachers should seize every time, to contact the students real life, pay attention to the logic relation and language skills. In questioning behavior, to correctly understand the function of the questions, grasp the timing of the question, choose the question way, ask objects should be geared to the needs of all students, the most important thing is to improve the quality of the proposed problem. In the aspect of feedback behavior, flexible using a variety of ways to feedback, attach great importance to the directive function of the feedback behavior, and correctly understand the incentive function of praise behavior. In the aspect of reading guide behavior, the language teacher should clear the goal of reading, provide relevant background materials for students, pay attention to cultivate students’ reading ability.