A Comparative Study On Classroom Teaching Behaviors Among Biology Teachers In High School

The core of the new curriculum revolution is the cultivation of students' core literacy.The paper studied the teacher's classroom teaching behaviors in the perspective of the core literacy of biology in high school,in order to optimize teachers' classroom teaching behaviors,improve their teaching practice ability,achieve their professional development,and promote their growth,at the same time,using the concept of the new curriculum standard to guide biology teaching,could promote the transformation of students' thinking mode and learning style,and cultivate students' core literacy of biology.Theoretical part of teachers' classroom teaching behaviors at home and abroad was illustrated by the literature research,and the core concepts were specified in this paper.The theoretical basis related to teachers' classroom teaching behaviors had been sorted out,which were the behavioral theory,the constructivism theory,and the phenomenological theory.Selected three types of teachers' classroom teaching behaviors,including the explanation,questioning and feedback.And constructed an observation scale to appraise teachers' classroom teaching behaviors.Taking the novice teachers,skilled teachers and expert teachers in senior high school for the study,through comparative research methods and classroom observation methods,the three types of teaching behaviors such as explanation,questioning and feedback were analyzed from the cases of teachers' homogeneous teaching in different stages of teaching development.So that the similarities and differences between the three classroom teaching behaviors could be found out,and the root causes behind the differences be explored,and then the experience could be learned.Through the survey by questionnaire and the classroom observation method,current situation of teachers' classroom teaching behaviors in senior high school was understood from the perspective of the teachers and the students.On students' side,the effect of teachers'classroom teaching behaviors on students' study at different stages were understood,on teachers'side,the knowledge of classroom teaching behaviors and specific practices were learned.Investigation of teachers' classroom teaching behavior showed that it was very important to study the teachers' classroom teaching behaviors,which would cause teachers to pay attention to classroom teaching behaviors,thereby improved teaching ability and promoted the common development of teachers and students.The expert teachers in the paper had advantages over the skilled teachers and novice teachers in classroom teaching behaviors,and the advantage was emphasizing students' active participation in the learning process,which could effectively stimulate students' interest and desire for learning.The optimization strategies of teachers' classroom teaching behaviors were proposed from three classroom teaching behaviors based on the investigation and case analysis in the research with three aspects included:The first optimization strategy of explanation was improving language skills,making the most of information technology,the blackboard-writing and multimedia should exist side by side and play a part together,giving students more discourse power in the class.The second optimization strategy of the questioning was reasonably grasping the frequency,type and difficulty of classroom questions,setting up effective classroom questions,leaving sufficient time for students to ask questions,paying attention to the development of all students when asking questions.The third optimization strategy of the feedback was the teachers should pay attention to timely feedback,and the feedback method should be diversified and flexible,at the same time,encouragement should be the main focus to motivate students.In the process of case analysis,This study studied the classroom teaching behaviors of biology teachers in high school,analyzing the differences and causes of teachers' classroom teaching behaviors at different stages of development from the perspective of both teachers and students can provide a reference for teachers to optimize classroom teaching behaviors in the classroom teaching process.And could strengthen first-line biology teachers',especially the novice teachers' ability of understanding and implementing curriculum standards,enhancing their professional development,and ultimately promoting the development of students' core literacy in biology.