A Study On The Primary School English Teacher’s Teaching Behavior In Classroom From The Perspective Of Integrating Information Technology Into Curriculum

In today’s society is in an era of national informatization,informationization is the focus of educational research topic,from the Angle of teachers and students,provides for the teachers in the process of teaching should not only impart knowledge but also to strengthen the information technology literacy and flexibility to integrate information technology into teaching,in order to better develop the students’ interest in learning,more effective knowledge transfer.After the release of the education informatization 2.0 action plan,the school education emphasizes the use of modern education technology to promote education reform and accelerate the process of education informatization.Primary school English teaching in primary school education plays a very important position,is an effective means of cultivating future talent to internationalization,however,for elementary such a large group,different levels of English teacher for primary school students English learning effect made a tremendous difference,which lead to the differences of teachers is an important performance factor in classroom teaching behavior.This study selected 2019 municipal contest of information technology and curriculum integration in the primary school English classroom teaching video did not receive the Nobel Prize for award-winning teachers and teachers as the research object,through the analysis of the quality of four award-winning teachers classroom teaching video,and four didn’t winning teachers of regular classroom teaching video,using literature method,observation method and statistical analysis,explore the information technology and curriculum integration environment quality classroom teacher’s teaching behavior and the difference between regular classroom teachers teaching behavior.First of all,the literature research method is used to sort out the research on teachers’ teaching behavior in primary schools at home and abroad,so as to master the research methods and main viewpoints.Secondly,combining the existing classroom teaching behavior analysis system and behavior classification dimensions in China,based on interactive teaching theory and educational communication theory,this paper divides the classroom teaching behavior dimensions of primary school English teachers,and designs an interactive analysis coding table integrating information technology and curriculum for primary school English classroom teaching behavior.Again,by using Nvivo software for the selected case video coding,generating list,classroom teaching behavior and the frequency of the occurrence and frequency statistics each behavior,formulate statistical coding matrix list for quantity,use Excel on the statistical analysis of the collected data.By using the method of qualitative and quantitative analysis,this paper illustrates the differences between the two kinds of teachers in classroom teaching behavior,and summarizes the characteristics of the two kinds of teachers from the perspective of technical behavior.Finally,some suggestions are put forward to improve primary school English teachers’classroom teaching behavior from the perspective of information technology and curriculum integration.Through the research,it is concluded that the teaching behavior of high quality English teachers in primary schools has the following characteristics:First,the application ability of information technology tools provides technical guarantee for the creation of high-quality classroom;second,the application of information technology tools opens a new way for the innovation of teachers’classroom teaching ideas;third,the effective use of information technology tools creates environmental guarantee for the creation of student-centered high-quality classroom.Based on the above research,it is suggested that teachers should optimize their teaching behaviors from the following aspects:first,they should actively understand the technical functions and rationally utilize teaching tools.Second,the use of technology to create a situation,strengthen the design of interactive teaching activities.The third is to change the role of teachers so that students can better participate in the classroom.