Junior Middle School Information Technology Teachers Classroom Effective Teaching Behavior Research

As a basic subject, the information technology education courses is to cultivate students’ positive learning information technology knowledge, improve the ability of handling information, develop good information awareness as the main target. Students learn to use information technology, supporting a variety of learning and the consciousness and ability to solve the problem. Is the main form in class teaching on junior middle school information technology courses, information technology curriculum teaching in the classroom teaching target is difficult to implement, classroom teaching methods use undeserved, cause inefficient or ineffective teachers teaching situation, directly affects the quality of teaching, information technology education constraints become the bottleneck of construction and development. In addition, the national medium and long-term education reform and development plan outline (2010 a 2020), the education policy will enhance the effect of classroom teaching, improving teaching quality. Therefore, research on junior middle school information technology teacher’s effective teaching behavior is very necessary.This study to yanji junior middle school information technology teachers as the research object, using the method of questionnaire, interview method, literature method, observation method and so on carries on the field investigation and study, trying to understand the junior middle school information technology teachers’ classroom teaching behavior present situation and existing problems, and to reveal the influence factors of junior middle school information technology teacher’s effective teaching behavior, and try to find out in what ways can promote teachers’ classroom teaching behavior effectiveness, so as to promote students’ learning efficiency.In yanji city junior high school information technology teachers classroom teaching behavior effectively present situation investigation, this paper form the following research conclusions:(1) the junior middle school information technology teachers’ teaching behavior effectiveness 3.660 on average, better overall level,65% of junior high school information technology teachers’teaching behavior effectiveness in general and the level; (2) the effectiveness of the junior middle school information technology teachers’classroom teaching behavior of yanji city from high to low in turn is using multimedia, guidance, tells, discussion, asking questions, blackboard writing, management class assignments, use nonverbal means, management, teaching time, development and implementation of classroom rules, students’learning motivation, adaptability to arouse and cultivate students’teaching; (3) different nationalities, different teaching age and different degree of junior middle school information technology teachers there were significant differences in effectiveness of classroom teaching behavior; (4) the junior high school information technology teachers’ self-reflection in better level, average score 3.546; Peer mutual aid in better level, an average of 3.652; Experts in better level, average score 3.782; Self development in a better level, average score 3.569; (5) the level of junior middle school information technology teachers’self-reflection, peer mutual aid, experts on the classroom teaching effectiveness and self development are significant influence.This research according to the survey and influence factors analysis, and aimed at the existing problems and put forward the following Suggestions for the improvement of junior middle school information technology teachers’ teaching behavior effectiveness:(1) strengthen the leading school of classroom teaching behavior; (2) improve the quality of teachers’ peer mutual aid and effect; (3) strengthening teachers’ reflection on the classroom teaching behavior;. (4) improve the consciousness of teachers’ self-development.