Research On Teacher Behavior In Small Class Teaching

In general sense, small class teaching refers to a basic teaching-form for small number of people(15-30 students), which is an improvement and development of large class teaching. As the results of reduced class size, teaching activities reorganize in terms of space-time, communication between teachers and students become more frequent, teachers must change their teaching activities. In this paper, teachers’ behavior in small class teaching is divided into teaching behavior, managing behavior and organizational behavior. Questionnaire and interview are used to study the situation of teacher’s performance and problem to get count measuresAmong the behavior questionnaires for 285 teachers and semi-structured interviews of eight teachers in small class teaching, problems of nine areas were discovered: First, students’ individual differences were not fully considered during the instructional design and implementation; Second, The teaching goal orientation for students was not finished well at the beginning of a new teaching; Third, questioning opportunity was not fully controlled during the class.; Fourth, the establishing process of classroom discipline lack effective consultation between teachers and students; Fifth, students’ attention did not concentrate for a long time because the lack of logical thinking and clues during the teaching process; Sixth, student misconduct is not controlled effectively in the class; Seventh, teaching arrangements were short of flexibility and class time is not fully used; Eighth, there is no cooperative learning strategy, a democratic and harmonious atmosphere was not established between teachers and students; Ninth, classroom activities is only on a formalism stage, students cannot fully take part in these activities.Targeting on the problems above, seven nurturing strategies are introduced in this paper: First, strengthen the value of "personalized learning" in small class teaching, finish individualized teaching; Second, give full play to the role of teachers in small classes oriented teaching, disoriented self-learning and disordered nurture should be avoided; Third, take advantage of the space-time feature of small class teaching to control opportunity properly and individually tailor questions for students; Fourth, in the light of differences in students and teaching contents, pursue divertive logical system to do small class teaching; Fifth, promote teachers’ personal charisma and make small class teaching into a “Learning Community”; Sixth, handle the relationship between mastering basic knowledge and promoting students development to fulfill the three-dimensional object in small class teaching; Seventh, research on organizational strategy of group cooperative learning and make it to be the basic learning mode of small class teaching.