Research On Effective Teaching Of Junior High School English Teachers’ Classroom Behavior Under The New Curriculum

Since 2001, China has carried out the curriculum reform of elementary education, including teaching concepts, teaching meathods and teaching evaluation system, etc. Tibetan junior high schools’ new curriculum reform began in 2005, with the course teaching as its core, teachers’ course teaching behavior and meathods as course teaching’s significant processes. In contrast with the craming way of the traditional teaching, the new curriculum reform suggests that students being the main part of learning, their interest and capacity of analysing and solving problems being its emphasis.The teachers’ questionaire and students’ questionaire in this thesis are adapted by Yan Lingling in 2011 from the questionaire in <Research on Effective Teaching Behavior in Class of Junior High School Teachers in the Background of the New Curriculum Reform>, a doctoral thesis of Yao Liming. Taking Xigaze in Tibet as an example, about 420 students and 62 teachers from two rural junior high schools and two urban junior high schools have joined this research. In the condition of teachers’ natural teaching, using the classroom observation scale from <research on teachers’ effective teaching behavior> of Liu Shuzeng, 2013, Shanghai Normal University, 12 junior high school English teachers were chosen at random and their classroom teaching behavior were obsereved for getting a general knowledge of their classroom teaching behaviors’ effectiveness and its influence factors.The research results are as follows:1. Overall peformance of the junior high school teachers’ classroom teaching behavior isn’t so ideal, its effectiveness is between “sometimes” to “often”, but not “always”. Its effectiveness is yet to be improved.2. There is difference in teaching evaluation between teachers and students, the former’s evaluation is higher, significant difference in the dimensions of presentation behavior, discussion behavior, guiding behavior, environment creation, motive inspiring, teaching and assignment management, extremenly significant difference in the dimensions of raising questions and non-linguistic performances.3. There is difference except “narration” in the evaluations of the varified teaching behaviors( narrating, presenting, questions, discussing, guiding,environment creating, motive inspiring, non-linguistic performancing, rules making and carring out, classroom assignment managing) between teachers and students.4. There is difference in the analysing results of the effectiveness of the varified teaching behavior presentation ways( 55 presentation ways including narrating based on teaching aims, concepts explained clearly, students given enough thinking time and space etc.) Twelve specific manifestations reach "often", they are valid. While other forms of teaching behaviors are different.5. There is little difference in the dimensions of gender, nationality, type of graduating schools(normal or non-normal), major(English or non-English), working place(county/city), class size etc, which thus are not the factors influencing teachers’ classroom teaching behaviors’ effectiveness, significant difference in the dimensions of professional title and seniority, which thus become the ture influencing factors.Reasons analysis: 1. Teachers’ knowledge shortage of the theories of the new curriculum and classroom teaching behavior effectiveness。2. Tibetan students’ English are not good. 3. The influence of the exam-oriented education evaluation system.So suggestions are as follows: 1. New curriculum theory should be advocated to improve teachers’ knowledge of the effectiveness of the classroom teaching behavior. 2. Students’ teaching evaluation should be added to teachers’ performance appraisals. 3. Teachers should pay attention to students’ classroom assignment exersice, inspire students’ learning motive, creat teaching environment, guide students’ learning, so thus to improve the effectiveness of classroom teaching. 4. Classroom teaching strategies should be improved initially to improve the effectiveness of classroom teaching. 5. For mobilizing teachers’ initiativeness, the number of senior teacher title can be increased properly.There are four chapters in this thesis:Chapter one: the origination, aims, meanings, main content, research methods and creation of this research are presented.Chapter two: literature review. The relative concepts are distinguished, and the domestic and overseas research status and trends are introduced.Chapter three: Taking Xigaze as an example, the research status and results of the effectiveness of the junior high school English teachers’ classroom teaching behavior are shown.(questionaire’s design and handing out, research results and classroom observation)Chapter four: conclusions and suggestions(the shortcomings of the research and its future developing direction)...