The Research Of Full Time Master Of Education In Senior High School History Classroom Teaching Mistakes Behavior

Full-time Master of Education is to cultivate practical graduates, who are mainly to teach in the high school.They are an important force in the future history teaching, so the professional teaching ability of these interns plays an important part in their future teaching efficiency and quality. Lack of teaching experience and knowledge,they are not sufficient in the class teaching.This paper focuses on the classroom behavior of full-time master of education history intern as the research object, through the survey and the interview analysis methods such as interns in the shortcomings in the course of classroom teaching, and respectively from three aspects as interns themselves, colleges and universities and base school find out the countermeasures of raising intern classroom performance.The thesis is mainly divided into four parts:The first part is the introduction. It mainly introduces the background information and significance of the selected topic and defines the concept of classroom behavior. Then it does a review of the research situation of the topic at home and abroad. Finally it analyses the research method of this paper.The second part mainly analyzes the basic content of education practice and its importance, and reserves from knowledge, teaching skills, and prepared to sum up three aspects the preparing work before interns internship.The third part does data statistics on the insufficiency of intern classroom behavior from five aspects:the behavior of instruction language, class questioning, class teaching arrangement, class management, and blackboard writing, multimedia technology application. Through these five aspects, we can get a general idea of the interns’basic teaching situation in class and where the insufficiency of the intern classroom behavior cab be. In addition, by talking with the front-line history teachers from key middle schools, we can learn the mistakes the interns often make and insufficiency in their teaching behavior in the eyes of the teachers, and the reasons for these deficiencies.They also give us some suggestions on improvement both for college education and the interns’teaching ability.The fourth part sums up the interns’ problems in classroom teaching by questionnaire survey and interviews, and puts forward the countermeasures. Interns should increase their expertise in history, improve their own quality, seriously prepare lessons before class, listen to excellent teacher’s lessons, and communicate with them. More importantly, they should often reflect on their own after class, thus making improvements. As for colleges and universities, they are required to increase the education curriculum, and the courses of outstanding case analysis and so on, which provides more opportunities for students to have teaching demonstration or micro lessons. For base schools, they should arrange some front-line teachers to instruct interns, provide more opportunities for their performance, and encourage them to give a lecture on the platform and participate in research activities and so on. With effective coordination of these three areas, the interns will gain rapid promotion and become expert teachers sooner or later.