A Survey Of Classroom Teaching Behavior Of Primary School Teachers In Northwest Minority Areas

Classroom teaching behavior is a concentrated reflection of teachers' teaching ideas and practical abilities,it's an important window to measure the effectiveness of teaching,and related to the quality of education and teaching.However,at present,the quality of teaching is not pretty in northwest minority areas,there are many problems in real.In order to change the current situation,conducting in-depth study on classroom teaching behavior is necessary.In this study,teachers and students who are in primary schools of ethnic minority areas are taken as the research objects in Gansu,Qinghai,and Xinjiang.Questionnaire survey,classroom observation and interview are used to carry out the research from presentation behavior,interaction behavior,reflection behavior and management behavior.The following problems are found in the actual teaching: firstly,the effectiveness of presentation behavior isn't very good.Among them,the type of teacher's narration is single,and the expression is not appropriate.The quality blackboard writing is poor,and formalized.The teaching ability of using information technology is insufficient,and the content of resource lacks the discipline characteristic.The instruction of moving behavior is unclear,so the performance effect is not good.the second is the depth which students participate in class interaction is not enough.Such as single type of question,and its unclear expression.Single type of reinforcement,and weak targeted words expression.Single type of teaching guidance,and insufficient guidance and other situations of students lacking participation.Third,the quality of teaching reflection is not high.Fourth,the strategy of classroom management is not brilliant.The main reasons are the influence of local culture and language,unbalanced teachers in urban and rural schools,the lack of reflective culture in schools,the lack of teachers' professional quality,the shackles of teachers' traditional thoughts,the lack of teachers' investment in teaching,ignorance of differences of students from different minorities,backward family education concepts and lack of material capital,relatively single language and cultural environment and lack of multi-cultural adaptability of students.Based on the above problems and reasons,the study believes that to improve the classroom teaching behavior of primary school teachers,we need to innovate system and mechanism to attract high-quality talents;ensure teachers to actively invest in teaching;build supportive system for teachers' professional development at that place;create a reflective teaching culture;strengthen teachers' own knowledge learning and ability training;update teachers' thinking and cultivate their intercultural teaching ability;enhance students' intercultural adaptability;create cooperation environment between school and family.