The Study On The Relationship Between Teaching Beliefs And Teaching Behaviors Of Primary School Chinese Teachers

The importance of the primary school stage to the growth of talent is self-evident,coupled with the increasing importance of Chinese subject in recent years,Chinese teachers' professional development of primary school have received more and more attention.Teaching beliefs and teaching behaviors are the guarantee of teachers' teaching effectiveness.Teachers as organizers of teaching activities,what is the relationship between their teaching beliefs and teaching behaviors? Facing the complex teaching environment,how should Chinese teachers of primary school adhere to the rational teaching behaviors?Based on the theory of KAP and TPB,this study aims to explore the relationship between teaching beliefs and teaching behaviors of primary school Chinese teachers from both the quantitative and qualitative aspects.First,defined the core concept,and meanwhile confirmed the dimensions of teaching beliefs and teaching behaviors.Then,we used questionnaire method,interview method,observation method and physical analysis method to analyze the relationship between teaching beliefs and teaching behaviors of subject investigated,explored deep reasons behind the phenomenon.In the study,we care different sources of data triangulation to ensure the validity of the study.Through the quantitative study,it is found that the overall of teaching beliefs and teaching behaviors and their dimensions of subject investigated tend to be progressive;different research objects' teaching beliefs have significantly differed on age,teaching age,degree,title,nature of the school;different research objects' teaching behaviors have significantly differed on age,teaching age,degree,title and so on;there is a significant positive correlation between teaching beliefs and teaching behaviors of subject investigated.There is a significant difference between teaching beliefs and teaching behaviors of subject investigated.Research objects' teaching beliefs significantly predicted their teaching behaviors.From qualitative research,verified and enriched the quantitative research conclusions,and explored the main reasons of inconsistency in teaching beliefs and teaching behaviors: teaching beliefs are easy to waver;motivation is not high;Chinese teachers of primary school suffered a setback in the attempt,failed to adhere to their behaviors.Based on the above research results,the following countermeasures and suggestions are put forward: First,to strengthened the firmness of teaching beliefs.The ways include improving efficiency of training and play the role of teacher development community.Second,stimulated the motivation of rational teaching behaviors.The ways include improving teachers' professional ethics,reasonable teaching behavior benefit and examination standard.Third,raised the feasibility of rational teaching behaviors.The ways include improving teaching level,equipping new teachers with professional mentors and creating a fine culture of teachers.