Research On The Change Of Junior Middle School Teachers' Teaching Behavior To Meet The Requirements Of Flipped Classroom

The contemporary education is changing from paying attention to knowledge acquisition to student development.The teaching idea of student development oriented and student learning centered is gradually accepted by the majority of teachers.Through the reverse order of teaching and learning and the use of information technology,flipped classroom will spend more time on students' autonomous learning,aiming to create a student learning centered classroom.Teachers are the organizers and guiders of students'learning activities.Teachers' teaching behavior directly affects the teaching effect of flipped classroom and students' learning experience.Therefore,it is an important way to deepen the research of flipped classroom practice and promote the implementation of learning centered teaching concept to study the current situation and influencing factors of flipped classroom teachers' teaching behavior change as well as explore the strategies to promote the flipped classroom teachers' teaching behavior change.First of all,starting with the basic concept and teaching activity structure of flipped classroom,this study combs the requirements of flipped classroom for teachers' teaching behavior transformation from the theoretical perspective:providing sufficient time and space for students' autonomous learning,as well as supporting teaching behavior.Specific teaching behaviors include:stimulating students' learning initiative,analyzing learning situation,reasonably organizing teaching activities,providing guidance on learning methods,providing behavior demonstration and thinking demonstration,providing feedback and reinforcement on learning process.On this basis,through the analysis and classification of teachers' teaching behavior in the flipped classroom of Wuhan W middle school,the researcher has compiled the code table of teachers' teaching behavior in the flipped classroom,and used the code table to analyze the teaching behavior of six flipped classroom in Wuhan W middle school.In this study,classroom observation,video analysis and interview are used for empirical research,and NVivo 11 software is used as the analysis tool.Through data analysis,it is found that the change of teaching behavior of flipped classroom teachers shows the following characteristics:they have the awareness of learning situation analysis,but they do not deal with self-study problems properly;teaching is significantly reduced,and teaching methods are mostly knowledge summary;questions are mostly based on learning situation,and question and answer teaching takes up the main time;learning activities are various,but cooperative learning organization needs to be strengthened;they pay attention to the guidance way of achieving effective learning,the specific way to show personal differences.Then,based on the interviews with six teachers and three teaching experts who participated in the flipped classroom teaching experiment in Wuhan W middle school,this paper summarizes the factors that affect the change of flipped classroom teaching behavior,which are divided into teachers' personal factors and external factors,respectively:teachers' professional development desire,teachers' teaching concept change;school's teaching reform atmosphere and policy support,the intervention and guidance of experts,the support of teaching and research team,and the pressure of teaching reform tasks.Based on the research experience of Wuhan W middle school,this study summarizes the strategies to promote the change of teachers' teaching behavior in flipped classroom,including two aspects:teachers' personal change and school overall change.Among them,the strategies for teachers' personal transformation include:understanding the teaching concept of "learning centered" and changing the behavior habit of "teaching centered";the strategies for schools' overall transformation include:building a good teaching reform culture,establishing a teacher cooperation team,employing teaching experts to guidance,carrying out systematic teaching and research activities.