Research On Classroom Management Behavior Of Senior High School Biology Teachers

Throughout the country,education and academic circles have studied the classroom management frequently in recent years,but there are few special discussions on the subject classroom management,and there is a lack of relevant operability.Some of them are only translations of foreign scholars.The adaptation of the form of education in China still needs to be studied;the high-level first-line teachers' understanding of classroom management only stays on the surface,and there are few systematic theories and specific ways to guide them to successful classroom management,resulting in a series of effective teaching.There are frequent educational problems for the purpose.Therefore,this paper will study the classroom management of high school biology teachers,taking Wuhan City,Hubei Province as an example,combined with qualitative and quantitative research methods,summarizing the high school biology classroom management norms.Firstly,using literature research to organize classroom management review,formulate "high school biology classroom management index system" and "biological teacher classroom management behavior observation table",and use the index system to compile the questionnaire of "high school biology teacher classroom management behavior" and issue surveys.To understand and analyze the teacher's apparent cognition in this respect;secondly,based on the current situation of the questionnaire,face-to-face interviews and analysis of individual teachers and experts,in-depth investigation of certain management practices and experiences;Quality class video lessons,using Nvivo software to qualitative analysis of the actual classroom management behavior of outstanding teachers,and an intuitive case show.The results show that teachers have sufficient classroom management awareness,but the autonomy needs to be strengthened;there is a significant relationship between teachers' classroom management skills and gender,teaching age,professional experience,participation in classroom management,academic background and other variables,especially with teachers.The growth of teaching age is directly proportional;the coordinated use of classroom management behavior varies from course to class and varies from person to person;different courses of biology courses,unique teaching styles and diverse teaching designs can lead to different classroom management behaviors of teachers,commonality It is necessary to clearly organize and interact,targeted exercises and questions,and comprehensive environmental considerations;biology teaching classroom management should consider the coordination of teachers' views,the formulation and implementation of rules,and the reflection of management.It is necessary for teachers to strengthen their own learning of classroom management system knowledge,correct their own consciousness and cognition,and weaken the passiveness of implementation management;pay attention to guiding the occurrence of students'positive behaviors,and pay attention to the students' viewpoints.At the same time,we can share jokes with students and adjust the classroom atmosphere in a timely manner;teachers should enhance their self-management ability and the ability to build a classroom and enhance their ability to reflect on practice.