A Case Study Of The Effects Of Geographical Teachers' Sex On Classroom Teaching Behavior In Middle Schools

There are differences in everything in the world,and the same people are no exception.As an important role in the society,teachers will have a subtle influence on teaching behavior due to gender differences,personality differences,the concept of treating students,the style of teaching,the design of teaching process,and the adjustment of teaching content.At present,the structure of teachers in our country presents a phenomenon that the proportion of female teachers is too high.The imbalance in the gender structure of teachers is not conducive to the growth and development of students.On the basis of the actual teaching development needs,this article starts from the perspective of teachers' gender and studies the differences and characteristics of the teaching behaviors of middle school geography teachers due to different genders.The author hopes that through the comparative study of individual cases,the advantages and disadvantages displayed by teachers of different genders in teaching behavior can be obtained.This helps teachers to learn from each other,promote the development of teaching skills,improve the teaching methods,and form a personalized teaching style.Co-grow with students.First of all,the author introduces the influence and significance of gender factors on teachers' teaching behavior on the basis of literature analysis,and analyzes the research status of teaching behavior at home and abroad,especially for the concept,type,particularity and research of teaching behavior of middle school geography teachers.The theoretical basis was elaborated.Secondly,the research objects and research methods of this paper are selected.Although the selected subjects in this paper are only two teachers,they are all secondary school geographic backbone teachers who graduated from Jiangxi Normal University and have many years of teaching experience.And the difference in teaching age.The classroom teaching case used is a quality open class.The classroom structure is complete and relatively typical.For the analysis of classroom teaching behavior,the interactive analysis coding system based on information technology based on the Flemish language analysis method was used to encode and analyze the teaching behavior of the two teachers.Finally,it analyzes and compares the two teachers' classroom language behavior,intuitive behavior and guidance behavior.Through research,it is found that female teachers have more delicate grasp of knowledge points in classroom teaching behaviors.They can make in-depth analysis of the key and difficult points of student learning,and tend to directly affect students and develop students' knowledge and skills.Compared with male teachers,they are more dependent on the use of multimedia;male teachers' language is relatively concise,but it is very logical,and it is more inclined to allow students to master a complete knowledge system.It can be flexibly used in the actual life.More students are Indirect effects.In terms of classroom questions,female teachers are more frequent and are good at facilitating problems to grasp the rhythm of the classroom and guide students to think deeply about knowledge points;male teachers tend to cultivate students' divergent thinking through questions;female teachers' teaching behavior in the classroom.With more affinity,attention should be paid to the emotions between the students and the students.The male teachers should pay attention to improving the students' enthusiasm for learning,and provide timely and positive feedback to the students' classroom speeches.This article hopes that case studies can objectively analyze and evaluate the teaching behavior of male and female teachers,find the strengths and weaknesses of different gender teachers,help high school geography teachers improve teaching behavior,and promote exchanges,cooperation and learning between male and female teachers.