Research On Chinese Teachers’ Effective Teaching Behaviors In Junior Middle School

Chinese teaching originates from life and above life.Junior Middle School is an important stage of students’ learning form a connecting link between the preceding and the following.The primary purpose of junior middle school Chinese learning is to instruct students to guide what kind of person to be,to clarify what values need to be;The second is to improve the students’ ability of language expression,reading comprehension and writing skills.Instead of simply letting students learning.The teaching method has been occupying the dominant position in the middle school Chinese classroom instruction,the teaching method is not suitable,resulting in the low effect of education.The drawbacks are obvious.This paper argues that teaching effect is directly related to teachers’ classroom teaching behaviors.Clearly defining the effective teaching behavior of teachers,is conducive to teachers to adjust the classroom teaching steps,fully understand the law of student’s learning,to ensure that students actively participate in the study,students learn to be happy,teachers teach happiness.In junior middle school Chinese teachers’ classroom teaching behavior is effective,the main criterion is the student’s study effect.The effective teaching behavior of teachers in classroom teaching,It is the basis of realizing teaching effect,which is an important part of teaching system through the teaching of teachers’ classroom.According to the scholar Cui Yunhuo’s viewpoint[1],the teaching behavior can be divided into three parts,the main teaching behaviors,auxiliary teaching behaviors and classroom management behaviors.In this paper,the author in-depth analysis and research the main teaching behaviors,the main teaching behaviors include: show behavior,dialogue behavior,guiding behavior.This article will revolve around these three aspects,take the Shijiazhuang sixth Middle School as an example,the middle school Chinese teacher’s classroom effective teaching behavior research,the thesis mainly consists of three parts:Part Ⅰ: Introduction.This part mainly introduces the junior middle School Chinese teacher classroom effective teaching behavior research question raises the background,the domestic and foreign research situation,the present research significance,the research method,the research object,the correlation concept.The related concepts include: effective teaching,teachers ’ effective teaching behaviors,and effective teaching behaviors of Chinese teachers in junior middle school.Part Ⅱ: Analysis of the present situation of effective teaching behaviors in Chinese teachers class in Sixth Middle School in Shijiazhuang.The analysis mainly from the show behavior,the dialogue behavior,the guiding behavior,which shows the behavior including the narration,the blackboard writing and the multi-media.Dialogue behavior involves questioning and discussing.The guiding behaviors include guidance for autonomous learning and guidance on cooperative learning.Part Ⅲ: the improvement strategy of classroom effective teaching behavior in Junior Middle School Chinese teachers.Under the circumstance of continuous deepening of education reform,the improvement of effective teaching behavior is the requirement of educational reform,the improvement strategy is mainly from the teacher effective show behavior,strengthen the effective communication between teachers and students,strengthen the teacher’s classroom effective guidance behavior three aspects to proceed to improve.