Research On High School Biology Teacher' Evaluating Behavior

Teacher' evaluating behavior is to give students linguistic or non-verbal feedback and evaluation after the teacher's question and the student's answer.Students can adjust their learning behaviors and methods based on teacher' evaluating behavior.Teacher'evaluating behavior is a part of the classroom question and answer.It also belongs to a kind of teaching resourcefulness.The wisdom of teacher' evaluating behavior in the classroom is conducive to improving the quality of teaching,enriching the diversity of evaluation methods,promoting the overall development of students and specialization of the teaching team.Therefore,in recent years,more scholars have paid more attention to the study of teacher,evaluating behavior.However,teacher' evaluating behavior to the Department of Biology are still in the initial stage and need to be further studied.On the basis of reading a large amount of literature,this study combines classroom observation method and case analysis method,and uses the prepared classroom observation of behavioral response behaviors to observe the randomly selected 21 high school biology high quality classes in class and convert them into textual recordings.The study analyzes the behavior of teacher' evaluating behavior,and selects case studies of ordinary biology teachers and special grade teachers to conduct comparative studies,in-depth analysis of special classroom teachers' wisdom and answers,analyzing the problems in the high school biology classroom's reasoning behavior,and putting forward optimized strategies.Based on reading a large number of literatures,this study adopts the prepared watchlist of positive and negative behavior observation,observes the 21st biology of senior middle school quality class for classroom observation,transforming into the form of textual record to count the teacher's response behavior,and choosing ordinary teacher and special class Teacher's rationale for behavior comparison case analysis,analysis of teacher,evaluating behavior of the status quo.The teacher' evaluating behavior of high school biological classroom are different from the following questions:there are various types of types of teacher' evaluating behavior,but they are unevenly distributed,including frequent mechanical repetition,excessively low efficiency recognition,and the proceduralization of the teacher'evaluating behavior methods;There is a large difference in the level of answering and answering.Teacher,evaluating behavior of special grade teachers has unique characteristics of charisma and wisdom.Several corresponding optimization strategies are put forward:to enhance teacher'evaluating behavior of the rationale for answering scholarships,to strengthen the training and study of the rationale for judgments,through the education departments and schools Training,causing teachers to pay attention to teacher' evaluating behavior;pay attention to the pre-rationale to increase the variety of types of teacher' evaluating behavior to design a typical answer in the lesson preparation process;strengthening the practice of teacher' evaluating behavior,including enhancing the appeal of teacher' evaluating behavior' language;optimizing the direct diagnosis,the development of rational use of the application of the law;give full play to the role of non-verbal rational teacher'evaluating behavior;strengthening teacher' evaluating behavior for the after-class reflection.Teachers use reflection to improve the follow-up of teacher' evaluating behavior,accumulating wisdom rationale.