The Research Of High School Chinese Teachers' Classroom Teaching Behavior

High school Chinese teachers' classroom teaching behavior is the high school language teacher consciously in the classroom to enhance students' Chinese accomplishment, causes the student to have stronger language application ability and certain language aesthetic ability, exploring ability, form good ideology and moral qualities, scientific and cultural quality of behavior. But high school Chinese teachers' classroom teaching behavior in the specific teaching situations present a series of problems affect the efficiency of teaching behavior. The author found that, by looking up and research literature focus on the classroom teaching of high school language teacher behavior research is still not enough in-depth, pertinence is not strong theoretical guidance and practical guidance.This paper through the literature, analysis and research literature, and then based on the classroom observation, analysis and interviews with teachers, combined with direct experience and indirect experience, for high school language teachers classroom teaching behavior problems are studied, and provides the corresponding solution strategy. In this paper, the emphasis in chapter 3 and chapter 4. The author in the third chapter, through the observation of the specific classroom teaching situation,the present high school language teacher presented over existing in classroom teaching, dialogue failure and lack of guidance, and has carried on the detailed research to the problem, carry out specific analysis on typical cases, and reveal the cause of the problem. Chapter 4 of this research paper according to the third chapter presents the problems put forward the improvement strategy, respectively from two aspects of specific teaching behavior and specialized knowledge ability is discussed.Specific teaching behavior improvement strategy is aimed at the second chapter presents the teaching behavior problems, corresponding, before and after strong practicality. Specialized knowledge ability improvement strategies to enhance teachers' theory quality, make the teaching theory to better serve the teaching practice.