A Study On The Classroom Interaction Skewness Behavior Of Junior Middle School Chinese Teachers Under The Theory Of Verbal Communication

Chinese teachers are the guiders,organizers and promoters in the course of students' classroom learning.Therefore,the effective teaching behavior of teachers is very important for the construction of efficient classroom.In recent years,the academic circle has paid more and more attention to teachers' deviant teaching behavior in classroom and explored the corresponding adjustment methods.However,as new teachers have just stepped into their jobs and lack teaching experience,they often have various teaching deviant behaviors in actual classroom teaching.This is not conducive to the improvement of classroom teaching efficiency,and is not conducive to the personal career development of new teachers.At present,although some achievements have been made in this area,the research on the skewed behavior of new Chinese teachers in junior middle school needs more in-depth discussion.Therefore,to analyze the causes and optimization strategies of the skewed behavior of new Chinese teachers in middle and junior middle schools is a problem worthy of further consideration and in-depth study.Based on the theory of speech communication and the teaching record,this paper carefully observes the teaching behavior of the new Chinese teachers in junior middle school,finds out the performance of skewed teaching behavior,analyzes the causes of the problems,and puts forward the corresponding improvement strategies.This paper aims to improve the efficiency of teacher-student dialogue in the classroom by paying attention to the skewed behavior of new Chinese teachers in junior high school,and tries to construct an effective dialogue and communication mode in junior high school Chinese classroom,so as to improve the quality of Chinese teaching and subject Chinese literacy.The full text is divided into six parts: The first part introduces the background,significance,methods,overview of this research and the significance of the new Chinese teachers in junior middle school teaching classroom interaction skewness behavior research;The second part explains the concepts of verbal communication behavior and skewness teaching behavior;The third part summarizes teachers' skewed teaching behavior in classroom interaction based on classroom observation;The fourth part analyzes the causes of the new Chinese teacher's deviant behavior in the classroom.The fifth part proposes solutions based on teachers' skewed teaching behavior in classroom interaction;The sixth part is the conclusion.