Comparative Research On Classroom Teaching Behavior Of Minority Biology Teachers

In recent years,with the development of reform on the biology curriculum,how to improve the effectiveness of classroom teaching has become the focus of researchers.The teacher's teaching behavior is an important factor which affects the teaching effectiveness.Therefore,research on teachers' classroom teaching behavior has been widely recognized.In the research,the growth and specialization of the novice teachers is caused by many experts heated debate.In this study,we select the minority teachers in Xinjiang as the object of study to compare and analyze the classroom teaching behavior of novice and expert teachers.The research combined interactive analysis based on information technology with classroom observations and teacher interviews.The research in order to tentatively build a mode on classroom teaching which focuses on quantification and details.The study found that two types of teachers' classroom teaching behavior characteristics,differences and deficiencies.The research results provide a reference for novice and expert teachers to optimize classroom teaching behavior,improve teaching practice ability,and provide theoretical basis for the transformation of novice teachers to expert teachers.The study selected two groups of novice and expert teachers.From the following six dimensions,we compare and analyze the teaching behaviors of two kinds of minority biological teachers:1.Teaching process sequence analysis;2.Classroom affective climate analysis;3.Speech interaction analysis between teachers and students;4.Classroom teaching efficiency analysis;5.Teacher and student use of technical analysis;6.Analysis of bilingual teaching ability.Through the comparative study of the two types of teachers,we can find: Novice teachers pay attention to develop students' habit of taking notes,and they can master the teaching idea of the new curriculum reform,but can not use it flexibly in daily teaching.The inadequacy is that the design of the teaching link is incomplete.Knowledge of heavy and difficult points cannot be accurately grasped.The teachers are lack of affirmation of student behavior,and lack of questioning strategies;the teachers native language proficiency and bilingual expertise are low,and lack of the ability to create bilingual teaching atmosphere.The classroom teaching behavior of expert teachers has the following advantages: Teachers are rich in the design of teaching links.And know the important and difficult point.Expert teachers pay attention to the interaction with students and encouragement and adopt students' opinions.Training students' creativity and divergent thinking,teachers Bilingual professional knowledge ability is higher,and attach importance to construction of bilingual teaching atmosphere.The lack of expert teachers is the ability to express weakness.Therefore,the strategies for improving the classroom teaching behavior of biology teachers in minority high schools are put forward First,the strategy of improving classroom teaching behavior of novice teachers:1.Establishing correct teaching view and improving teachers' practical ability;2.Strengthen the interaction between teachers and students and students;3.Improving the quality of classroom questioning and cultivating students' creative thinking;Second,Promote the change strategy of novice teachers to expert teachers: 1.Strengthen biology teaching theory study;2.Attaching importance to the process of teaching reflection;3.Become a classroom behavior researcher.Third,Optimize the teacher training system,and enhance the bilingual teaching ability of the two types of teachers.