The Current Study Of Classroom Teaching Behavior Of Geography Teachers In Zhouqu Y High School

Geography classroom teaching behavior means that during the geography classroom teaching process, a teacher exhibits the operative mode of teaching behavior in specific situations based on their geographic educational philosophy, teaching personality, professional knowledge and skills, teaching practical knowledge wisdom. The theoretical framework of this dissertation is based on Professor Shi Liangfang and Xia Zhifang's classification of the main classroom teaching behavior. The research tool is a classroom observation table designed by the author. By incorporating observation tables into interviews, the author analyzed the geography classroom teachers' behavior, systematic and comprehensively presented the current status of classroom teaching behavior of geography teachers in Zhouqu Y high school. In this paper, by observing and interviewing 15 geography teachers' classroom teaching behavior, the author aimed at finding out the problems during geography classroom teaching behavior and proposing further improvement and recommendations.On one hand, the results of this study show that: Influenced by the new curriculum reform, Zhouqu Y high school geography classroom teaching behavior has some advantages: Teachers have a good mastering of combining technical terms with the "three board"; Blackboard writing is reasonable designed and of beautiful form; the interactive exchange of questions and answers between teachers and students reflecting the principal part of students;create an equal and harmonious teacher-student relationship. On the other hand, some problems are also found during the behavior of teachers in the classroom, namely: the examples sometimes are monotonous and lack of classroom appeal; the quality of questions is not so good; the actual effect of class discussion is not very good; excessive reliance on multimedia affects the effectiveness of teaching; the usage of teaching charts and the operation of geographic experiment is weak indeed.Classroom teachers' behavior is influenced by many factors. By interviewing and communicating with teachers, the author summarized the main factors affecting Zhouqu Y high school geography classroom teaching behavior, namely: teachers' professional knowledge, teaching skills, the basement and learning attitudes of the students, workload and the time limitation, the interference of evaluation system and influence of all levels of the exam.Focused on the current status of Zhouqu Y high school geography classroom teaching behavior, this paper puts forward five overall improvement strategies. These strategies are: strengthen the theoretical study of teachers; "heterogeneous of the same class"; encourage "theme teaching and research" in geography teaching; unceasingly reflect of teaching and the reform of teaching evaluation system. The author also presents some concrete and practicable implementation strategies.