The Research Of Senior Middle School Teacher Classical Chinese Classroom Teaching Behavior

The research of classroom teaching behavior, is always an important issue in the field of education research at home and abroad, and is a focus of educational researchers and classroom teachers.Especially, since the beginning of the New Curriculum Reform, the ideas of the New Curriculum Reform gradually normalized, and deeply rooted in all aspects of basic education. The New Curriculum Reform is at a critical stage of focusing on classroom and teaching. With the deepening of curriculum reform and educational research, the educational ideas are constantly updated, the teaching models are continuous improved, the classroom has much improved, the teaching behaviors has much changed.This paper studies the classroom teaching behaviors, from the perspective of the senior middle school classical Chinese classroom, try to find a theoretical foothold or framework of the research by an overview of the theory about the general classroom behaviors and the Chinese teaching behaviors. Through questionnaire, classroom observation and teacher interview, it concludes that the main problems of teacher during the classroom teaching are:the research on student is not comprehensive enough; the part of classroom teaching behavior exists serious formalism; they have the Problems of over-reliance on modern teaching multimedia; they lack of reflection after class; etc. This paper commences on the new teaching ideas and reality of curriculum, is combined with excellent teachers teaching experience and teaching cases, tries to explore ideas and ways to improve classroom teaching behavior. The teaching behaviors are based on student’ learning behaviors, actively participate to guide students’ learning activities, combine traditional blackboard and multimedia technology. Besides through continuous reflection, the teacher can improve teaching methods, can enhance teaching effectiveness, and can improve their professional level, thus they can make a contribution to the overall development of students.