On Teachers’ Behaviors Under The Theory Of"Teachers As Researchers"

Teachers’teaching behavior is the key to the success of the teaching work. It is an important part of the teaching behaviors in class and the key to curriculum reform. Since the new curriculum reform begins, teachers’ teaching behaviors have changed quietly and the teaching work in class has been full of new ideas and vigor. It is an inevitable problem for every educator to take teachers’teaching behaviors into consideration because the teaching behavior is the key to promote the teaching level. There are so many researches about the teaching behaviors of teachers, which have obtained some achievements, but few researches are emphasized on the teaching behaviors from the perspective of teachers becoming researchers. Teachers becoming researchers is an important way to combine the educational theory and practice and the inevitable result of understanding and realizing the significance of education, which is also the inevitable choice for teachers’professional development. It is universally acknowledged that teachers are executors who just teach instead of researchers who formulate the curriculum. The educational researches are not made by the researchers who are also teaching in class. Therefore, this thesis would substitute four dimensions in detail including preparing behavior before class, teaching behavior in class, evaluating behavior after class and teachers’researching behavior. Teaching behaviors would be examined carefully by means of questionnaires, interviews and teaching behavior observation, from which some problems of teachers’ teaching behaviors would be found out. This thesis would analyze these problems and put forward some strategies to solve these problems in order to improve teachers’teaching behaviors and promote the teaching effect.Based on the status quo of teachers as researchers and teaching behaviors, this thesis investigates some primary schools in Shenyang in order to analyze teachers’teaching behaviors better. There are six parts in this thesis. The first part is introduction, including the background, purpose, significance, literature review, contents and methods of the research. The second part is the understanding of the theory "teachers as researchers" and teachers’teaching behaviors. There are the analysis of the origin, feasibility and significance of this theory. Teachers’teaching behaviors are also defined and classified. In the third part, there are questionnaires and interviews about the teachers’teaching behaviors, including the design and the implementation of the researches. Researching scope, objects, and the dimensions of teaching behaviors would be discussed in this part. There are also illustrations about the process of questionnaires and interviews. Based on the third part, the specific implementation is carried out in the fourth part. In the fourth part, this thesis analyzes the results statistically and draws some conclusions. In the fifth part, some problems during the process of teaching work are found out according to the statistical results and analysis, which include teaching work most often based on teachers’experience, lack of evaluation and reviews after class, teachers’abilities to face the creative challenges of teaching, weak awareness of educational researching, further development of teachers’teaching abilities, and lack of institutional guarantee, etc. Some strategies are raised to solve the problems of teaching behaviors which are found out in researches in the fifth part from the perspective of teachers as researchers in the last part in order to improve teachers’teaching behaviors and promote teaching results.