Study Of Middle School Teachers Of Chinese Language Classroom Effective Teaching Behavior

Teaching behavior is always a hot topic in educational circles, the pursuit of teaching effectiveness is the eternal topicThe teacher teaching behavior is exhibited in the classroom life behavior, is the core and solid teaching, is teaching the details and contents, the initiative is also part of the teaching systemTeaching behavior is divided into the main teaching behavior, teaching and classroom management behavior. One of the main teaching behavior and showing behavior, dialogue acts and guiding behavior.Showing behavior, namely the teacher in the classroom to explain, writing on the blackboard and multimedia presentation. Explanation and writing on the blackboard and teaching behavior is the most important in the classroom teaching, teachers on the level, pattern and the interpretation of the text concerns that a class effect and the students understanding and mastery of knowledge; the writing on the blackboard presentation is also not to be ignored in teaching behavior, a good writing is directly related to the understanding of knowledge, students the strengthening and memory; with the multimedia equipment into the classroom, some teachers in the pursuit of class lively, fresh also fell into the over reliance on the misunderstanding of multimedia presentation, caused the consequences on the ability of teachers is low. The characteristics of the Chinese classroom teaching has its unique language and emotional, so the classroom presentation behavior not only to achieve knowledge transfer effect, cannot ignore more language text contained in the emotion, and these are difficult to present multimedia equipment, need to be teachers and explain deeply, so to improve teachers’ interpretation of the text and lectures ability is one of the ways to improve the effectiveness of classroom teaching.Dialogue behavior means that the teachers and students exchange information, through dialogue and question answering behavior, including questions and dialogue in two forms. If the classroom teacher, presenting knowledge alone is explained, then the class is like a pool of stagnant water, without the slightest angry, lose the dialogue and the exchange of the classroom, it is not possible to produce the classroom efficiency, visible question importance and dialogue in teaching. But how to ask, what the Q&A, according to what kind of questions, how to treat the students answered, these are worthy of discussion, if not targeted, enlightening questions, in order to the form of a question and question, this question is invalid. Teachers’ questions should cover a wide range, the so-called "domino", strong penetrating power, and difficult to be gradient, this problem can inspire reflection, reveal the student doubts; similarly, discuss the behavior should be in order to inspire and discuss, let students in the discussion, thinking collision, constantly questioning, continuous verification, so the teacher selected topic should achieve aims to promote the teaching goal.The new curriculum advocates the cultivation of students’ autonomous learning, cooperative and inquiry ability. Therefore, the emergence of a large number of autonomous learning, cooperative learning classroom. But students autonomy, cooperation between the students should be carried out under the guidance of teachers, it not only can not marginalize the teacher’s teaching behavior, on the contrary, at this time the teacher’s guidance and management of classroom is more important. If the laissez faire to the classroom teacher student, go, can not only promote the effective learning of students, but will make the classroom into Wu order status, therefore effective classroom management, build the self-regulated learning environment for the students, and to provide timely, proper guidance, the student learning outcomes were evaluated and summarized, that is the effective of learning guidance...