Analysis Of Junior High School Biology Teachers’ Classroom Teaching Behavior Under The Information Environment

The new course reform puts forward new challenges to the teachers. It requires teachers to change the old teaching ideas, the role of teachers as the main body and the old teaching methods. According to the stage of teachers’professional development many scholars think teachers usually go through the transition of novice, proficient and expert teacher in their professional development. In different development stages, teacher’s teaching behavior is different. Study different stage of teachers’teaching behavior in the information environment can help teachers examine their own shortcomings, then improve themselves and accelerate the pace of professional development. Clarify the basic characteristics of the class teaching information technology can provide some reference for the development of teachers’informational teaching ability.Under the background of the National Training Project, this study takes teaching record of junior high school biology teachers who participate the project as the research object, explores problems that exist in their informational teaching ability development by the method of classroom observation and interview. As for the classroom instructional behaviors are analyzed by quantifying teaching cases with the ITIAS and S-T analysis methods. For the cause of classroom behavior, which combines with ability of information technology application, standard of training class and expert comments of the project to analyze and contrast by the method of interview.The study finds that teachers’ class teaching behavior in the information environment has four characteristics in the three development stages:(1) The novice teacher and proficient teacher give students more speaking right rather than expert teacher. It reflects the teachers’ democratic and equal teaching idea. And the expert teacher would control the speaking right in the class. It is teacher-centered mode. In the view of students’ passiveness and activeness, proficient teachers tend to adopt the views of students and encourage students to express their opinions. (2) In terms of teachers teaching style, the three stage teachers are direct control and negative effects. But the proficient teachers close to positive effect. They pay attention to guide students and encourage them to participate in class teaching. Because lacking teaching experience, novice teachers maintain discipline by order or indication. Negative impact is more obvious. (3) Proficient and novice teachers’atmosphere of classroom are more active than expert teachers’. The expert teachers seldom use encouraging words and affirm students. And there is a gap when expert teachers interact with students in the class for expert teachers are too rational sometimes. (4) In the application of information technology, novice teachers and expert teachers use less than proficient teachers. The application of information technology is only used to present and expand teaching content. Therefore, it can only assist them in enhancing teaching effect. The novice teachers and expert teachers lack the ability of using the information technology to change the way students learning and promoting the development of students’ thinking ability. In contrast, the proficient teacher is handy in the technology application and curriculum integration.