A Study Of Teacher’s Classroom Instruction Behaviour-Monitoring Ability In Primary And Secondary Schools

With the deeply development of curriculum reform of basic education, the focus of education reform has been changed from the "quality education" to "teacher quality" field.Teachers’ instructing ability determines the quality of teaching, and the teachers’ instructing behavior-monitoring ability is the core elements and senior composition of teachers’ instructing ability. Improving teachers’ classroom instructing behavior-monitoring ability plays a pivotal role to enhance the quality of teaching. Based on this, this article makes a systematic research on teachers’ classroom instructing behavior-monitoring ability.The dissertation is divided into seven parts:Part one:Introduction. This part mainly introduces the research background, questions, literature review, purpose and significance, research routines and methods, research focus, difficulties as well as innovation.Part two:The ontological interpretation of teachers’ classroom instructing behavior-monitoring ability. In this part, After analyzing the concept of monitor, ability, instructing behaviors, the dissertation holds that teachers’ classroom instructing behavior-monitoring ability refers to the monitor,feedback,regulation and supervision psychological characteristics in order to efficiently reach teaching goal smoothly and based on the certain knowledge and skills in the classroom teaching activities. At the same time, analyzing the characteristics of teachers’ classroom instructing behavior-monitoring ability, including the complexity, initiative, development, situation and migration.Part three:The structure system of teachers’ classroom instructing behavior-monitoring ability.Based on the cognitive theory and meta-cognition theory, combined with teaching practice, the structure system of teachers’ classroom instructing behavior-monitoring ability have been constructed, which concluded with the core instructing behavior-monitoring ability, the main instructing behavior-monitoring ability and instructing behavior-monitoring ability.Part four:Investigation of the present situation of teachers’ classroom instructing behavior-monitoring ability in primary and secondary schools. This part takes162teachers in primary and secondary school in Chongqing J area, B area and S area as samples. The presentation Separately talked from the basic situation of the investigation;The statistics and analysis of research data and so on. Finally draws the research conclusion:1.Generally speaking, the level of teachers’ classroom instructing behavior-monitoring ability were higher in primary and secondary school;2.Specifically speaking, dialogue behavior monitoring ability and time management behavior monitoring ability in primary and secondary school teachers is relatively low;3.There was a significant difference in the dialogue behavior-monitoring ability and classroom management behavior-monitoring ability in different age teachers in primary and secondary school;4.There was a significant difference in the classroom management behavior-monitoring ability in different degree teachers in primary and secondary school.Part five:Factors influencing teachers’ classroom instructing behavior-monitoring ability in primary and secondary schools. Through the investigation and analysis, factors that influenced teachers’ classroom instructing behavior-monitoring ability in primary and secondary schools are:Teachers’ factors, such as teacher’s morality, mentality and reflection; student factors, such as students learning state, learning effect and students’ event; process factors, such as teaching design, teaching text;field factors, such as classroom field, school field, family field and social field.Part six:Strategies to improve teachers’ classroom instructing behavior-monitoring ability in primary and secondary schools. It is find that improving teachers’ classroom instructing behavior-monitoring ability need to analyze three aspects of teachers, school management and teaching environment. First of all, teachers aspects, teachers need to master certain teaching behavior monitoring techniques, emphasize teaching design, reasonably monitoring classroom teaching behavior, strengthen teaching reflection. Secondly, school management aspects, change the thinking and strategy of school management, actively carry out research activities and the optimization models of teacher training in primary and middle schools. Thirdly, teaching environment aspects, through actively creating perfect teaching physical environment and psychological environment, to provide strong support for improving teachers’ classroom instructing behavior-monitoring ability.Part seven:Conclusion. This part has summarized the research of teachers’ classroom instructing behavior-monitoring ability in primary and secondary schools, points out the research defects and direction for further research.