High School Physics Teacher Classroom Effective Teaching Behavior Research

Effective teaching research in abroad has a long history.Since the 1990s,domestic researcher also began to pay close attention to the classroom effective teaching behavior.Especially in recent years,with the improvement of the populace's cultivation,the public are paying more and more attention to students education and the teachers'specialization is becoming more and more demanding.Teachers as the practitioner of classroom instruction,the availability of the teachers' teaching behavior directly affects the achievement of classroom teaching goals and the improvement of educational quality.Classroom teaching couldn't be copied,but teaching behavior can be strengthened and imitated.By this research,we want to implement physics teachers'effective behavior always appeared and make a contribution to improve the novice teachers' teaching behavior.This article combine with the physical discipline,and it mainly contains three parts of the research project:Firstly,by analyzing the recent years literature of the teacher's effective teaching behavior,we has been clear about the teacher 's effective teaching behavior research status.We also defined the concept of 'effective teaching','effective teaching behavior','classroom effective teaching behavior of high school physics teacher'.Secondly,on the basis of literature analysis,we compiled the classroom observation scale from five dimensions which are the interpretation of the physical knowledge,use of blackboard writing,the demonstration experiment,classroom questioning and guide physical exercise.Thirdly,in order to find out the differences between two types of teachers in effective teaching behavior,we use Classroom Observation Scale to analysis 12 teaching video which from the comparative study on the expert teachers and novice teachers'teaching behavior.We put forward some suggestions on how to improve the novice teachers' teaching behavior.The author's research has shown that the difference between novice teachers and expert teachers in teaching behavior mainly embodied in five aspects:Firstly,in the interpretation of the physics knowledge behavior,when the expert teachers teach,they can according to the understanding of students and learning.The organization and logic of teach content are strict.Novice teacher don't know enough about the students'psychological characteristics and the knowledge.They choose from their own view to teach students.And they do not know very well on the key knowledge.Secondly,in the aspect of using the blackboard writing behavior,the expert teacher present physical knowledge using blackboard and multimedia.Their blackboard writing is concise and easy.Novice teachers mainly rely on multimedia when they present physics knowledge.They seldom use blackboard writing,even if sometimes using blackboard writing,teaching material and teaching content synchronization is not enough,and the teaching material is various.Thirdly,in terms of demonstration experiment,the expert teachers lead students to do experiments.Teachers together with the students,they all experience the process of experiment and when experiment is over teacher guide students to summarize experimental results.Novice teachers' experimental operation ability is weak,they like replace the experiment with video,animation,pictures.Fourthly,in the aspect of classroom questioning behavior,the expert teachers ask questions usually in the students'zone of subterminal development.When students couldn't answer the question,the expert teachers turn to another way to guide students to think about the answers of questions.When students couldn't answer the question,the novice teacher tend to use their designed answer to tell the students.Fifthly,in the aspect of guiding physical exercise behavior,the expert teacher will guide students thinking from various angles and provide students with a variety of problem solving method and help students' divergent thinking.Novice teacher rarely guide students to think more than one the solution of problem.In order to bridge the gap between the physical novice teachers and expert teachers,the author gives novice teachers the following Suggestions:Firstly,novice teachers should strengthen the study of professional knowledge and educational theoretical knowledge.Secondly,strengthening the cooperative learning with experts teachers.Thirdly,strengthening the teaching reflection to improve teaching behavior.