A Research Of Teachers’ Immoral Behaviors In The Classroom Of Rural Junior High Schools

along with education research development, the education teaching heresy behavior research gradually rich, research on teachers’ behavior anomie also increase gradually, but its research object, the lack of breadth, is basically city teachers as the research object, the lack of teacher’s teaching behavior anomie in backward rural areas of the attention. rural reform development needs as the intellectual support for the development of rural education, rural education reform and development is dependent on the rural teachers’ active practice and promote the improvement of teaching quality is the key to rural teachers’ teaching idea and behavior change. So focus on rural teachers’ classroom teaching behavior, research the causes of the anomie behavior, and find a practical and behavior modification strategies, which is not only the need of rural teachers’ professional development, is also the needs of the development of the rural basic education especially the rural reform and development.In this article, through questionnaire investigation, observation and interview method widely collecting the first-hand information of rural teachers’ classroom teaching behavior anomie, and the obtained data are in-depth analysis, we found that the rural middle school classroom is widespread in different degree, different types of anomie in teaching behavior. The presence of these teaching anomie behavior to student’s body and mind development has brought the serious negative impact; Lead to the deterioration of the teaching of interpersonal relationships; To promote the emergence of the "negative teaching atmosphere". More serious is also directly contributing to the teachers’ image of deeds, teachers’ career high in front of the students with the kind of "cultural authority" and "holy image" increasingly disappeared, some parents lose faith in rural education in the countryside.There are several factors lead to rural teachers’ teaching behavior anomie. Endogenous factors mainly include: one is the rural middle school teachers in inappropriate education teaching idea, including the authority of the improper view, ethic, occupational values; it is rural middle school teachers’ quality and ability defects, including practical knowledge lags behind, the lack of monitoring ability, emotional control ability is insufficient. Exogenous factors mainly include: one is the cultural environment of the restriction of the negative factors, the influence of rural parents smallholder consciousness, the restriction of rural school one-sided teaching evaluation system; The second is the teaching support system defects, including the construction of curriculum resources shortage, lack of relevant education and training; Third, it is teachers’ living environment of repression, including low salary level and professional pressure two aspects. Improvement Suggestions are put forward: first, the teachers play their own subjective initiative, positive change anomie teaching behavior; Second, optimization and the creation of objective conditions, support the transition of the teachers’ teaching behavior anomie; Third, optimize the environment of the rural middle school education, support for the standardization of the teachers’ behavior development environment.