Junior High School Chinese Teacher's Effective Teaching Feedback Behavior Research

With the deepening of the new round of basic education curriculum reform,the academic research focus has gradually shifted to educational behavior.Among them,feedback behavior in classroom teaching is an important part of educational behavior.There are many circular processes of communication and feedback in junior high school Chinese class: teachers provide information,students discuss with each other and give feedback.But in practical teaching activities,this link is often overlooked.Effective use of feedback behavior in classroom teaching is an important way to improve teaching mode,improve teaching quality,promote students' development and enhance classroom interaction.Therefore,it is of great value to study the behavior of feedback.This paper takes the current situation and insufficient analysis of teaching feedback behavior of junior middle school Chinese teachers as the research object.The research methods include literature research,classroom observation,interview and a series of methods.First of all,the theory and data of effective teaching feedback behavior of teachers are summarized,sorting out a series of standards of effective teaching feedback;Then we summarize the junior high school Chinese teachers' teaching behavior feedback insufficient characterization,and analyze the reasons;finally,in the summary we proposed the solution of the teachers' teaching behavior feedback impedance.The purpose of this study is to conduct research and analysis through the feedback behavior of Chinese teachers in junior high school,then to evaluate the final results,the problems that need improvement.,After discussion,we put forward the corresponding ways to solve the problems.In this way,we can improve teachers' feedback efficiency in classroom teaching to make,so that students remove this word learn knowledge efficiently and provide theoretical and practical guidance for first-line Chinese teachers.This paper is composed of six parts.The first part,introduction.In the first part,Introduction,the reason of choosing this topic,the literature review,the research purpose and methods are explained.At the same time,based on the existing theoretical knowledge,the feedback,teaching feedback and effectiveness of feedback behavior are defined.The second part,the theory of teaching feedback behavior of junior In the first part,Introduction,the reason of choosing this topic,the literature review,the research purpose and methods are explained.middle school Chinese teachers.First of all,the theoretical basis mainly related to the teacherstudent interaction theory,educational communication theory and communication theory are analyzed.secondly,it points out four principles of effective teacher feedback were explained;thirdly,characteristics of effective teaching feedback,finally sort out the classification of effective teaching feedback.The third part is the investigation of the present situation of the teaching feedback behavior of the Chinese teachers in junior high school.This paper takes teachers' teaching feedback status and existing problems the Chinese classroom of junior high school as the research object.Through literature,classroom observation and interview,we observe and analyze 30 Chinese classes,and develop junior middle school Chinese teachers' classroom feedback observation form.And SPSS is used to calculate the reliability of the analysis dimension table.Then,based on the observation table,the feedback is recorded,and the corresponding data analysis is conducted in the dimension analysis of teachers' feedback behavior.In this way,we study the current teaching feedback behavior.The fourth part,teaching feedback behavior impedance characterization and cause analysis.Through the previous description of the current situation,it summarizes the impedance representations of teachers' teaching feedback behavior in junior high school Chinese classroom,finally further analyzes the corresponding causes of these impedances,and puts forward strategies for eliminating impedance based on this.The fifth part,the teaching feedback behavior impedance solution of junior high school Chinese teachers,remove this part is the core part of this paper.According to the impedance factors of teachers' teaching feedback behavior in the Chinese classroom of junior high school,this paper puts forward some targeted countermeasures and suggestions for classroom feedback implementation,and guides the optimization of language feedback behavior in effective teaching of junior high school Chinese classroom teachers.