Investigation And Study On Classroom Teaching Behavior Of Junior Middle School English Teachers

The teacher's pre-service education cannot work once and forever,the continuous learning during teaching is the teacher's endless motivation of development." Compulsory Education English Curriculum Standard"(2011 edition)has put forward higher and higher requirements to English teachers' professional quality,which makes the teachers have to receive more challenges.At present,many researches,from the perspective of school-based training and autonomous learning,focus on the professional development of teachers.These studies seldom focus on classroom teaching behaviors,which show teachers' professional quality and level more directly and vividly.For students,the classroom is the most important place to study.For teachers,the classroom is the main field of work,which embodies the teachers' whole professional value.Classroom teaching is not only related to the students' learning and development,but also to maintain the survival and development of teachers.Therefore,the classroom should be the core of the curriculum reform,and the English teachers' professional development should be based on the classroom.It' s not easy and smooth to achieve the growth and development for teachers.They must try their best to become expert teachers step by step.In this process,teachers need to study the classroom teaching persistently,to improve the abilities of classroom teaching and classroom management.Therefore,I suggest setting the goals for novice teachers and proficient teachers in stages.To cultivate the novice teachers based on the advantages of proficient teachers,and to guide proficient teachers based on the characteristics of expert teachers.If try it in this way,teachers can become expert teachers more easily and quickly.According to the classification standard of teachers' teaching behaviors and the stage theory of teachers' professional development,I choose a novice teacher,a proficient teacher and a expert teacher as research objects.The novice teacher and the proficient teacher come from a rural school in Yun Yang,Chongqing,and the expert teacher is from an urban middle school.I analysis the classroom teaching behaviors by the observation scale which is made myself.It includes ten aspects:narrative behavior,classroom questioning,classroom instruction,feedback types,multi-media teaching behavior,blackboard writing,stimulating students'motivation behavior,non-language means,teaching time management and classroom environment management.Then,combining the questionnaire and interview results to analysis the differences of classroom teaching behaviors of novice teachers,proficient teachers and expert teachers.The reasons can be divided into four aspects:professional concept,professional knowledge,professional ability,professional attitude and motivation.Finally,this paper puts forward some advice for teachers'professional development,which is based on the characteristics of teachers' professional development in different stages.Including the overall strategy of improvement English teachers' classroom teaching behaviors,such as the establishment of advanced professional concept,update of professional knowledge,improvement of professional ability and maintaining of professional development motivation;Novice teachers'professional development strategy based on imitation and innovation of classroom teaching behaviors;Proficient teachers' professional development strategy based on action studies and reflection;Expert teachers' professional development strategy based on lifelong learning.