The Study Of Biological Teachers’ Classroom Teaching Behaviors Under The Background Of The New Curriculum In High School

This paper is based on the background of the new curriculum reform, it researched three classroom teaching of 16 high school biology teachers of the Guiyang City and 11 teachers of The fifth high quality class competition of biology of Guizhou Province. According to the implementation of time of statement behavior, questioning behavior and discussion behavior, the paper discusses whether teachers really do from "teacher-centered" changes to take "student-centered" teaching philosophy, whether the "class back to students” the high school biology classroom is no longer the process of teachers" autocracy ",Teachers should make the classroom full of vitality. According to the observation、records of teachers’ classroom behavior and the statistics, analysis of data, we conclude:In normal teaching, the time of 16 teachers’ implement teaching behavior is: the average time of statements behavior for t=27.43 min, accounting for 68.58% per class; the average time of questioning behavior for t=8.36 min, accounting for 20.91% per class; the average time to discuss the behavior of t=0.18 min, accounting for 0.44% per class; The average time of other teaching behaviors for t=4.03, accounting for 10.08% per class. Based on three kinds of teachers’ classroom teaching behavior of One-Way analysis of variance showed that: three kinds of teachers’ classroom teaching behavior have significant difference(F2,45=108.160, P < 0.01); In the High quality of teaching, The average time of teachers’ implementation of the statement behavior is t=13.34 min, accounting for 33.34% per class; the average time of questioning behavior is t=12.44 min, accounted for 31.11% per class; the average time to discussion behavior is t=8.7min, accounting for 21.75% per class; other teaching behavior is t=5.52 min, accounting for 13.80% per class. There is no significant difference between the three kinds of teaching behavior(F 2,30=1.807, P > 0.01).The above data show that: In the normal course of the classroom, it is seldom to use questioning behavior for teachers, especially discuss behavior. The variance analysis shows that questioning behavior and discussing behavior and statement behavior have significant difference. On the contrary, In the high quality of classroom,It brought vitality for the silent classroom to the teachers use teaching behavior, and the interactive use of questioning and discussion behavior greatly arouse students’ curiosity and enthusiasm for learning, which not only inherit the teacher’s responsibility, but also Innovative to teaching mode, embodying the concept of the new curriculum standards“teacher-led, student-centered”.