Research On Classroom Teaching Behavior And Optimization Strategies Of Junior High School Teachers

Teacher’s classroom teaching behavior refers to various behaviors taken by teachers in order to achieve certain teaching objectives in classroom teaching activities.As a fundamental element for the operation of teaching,teachers’ classroom teaching behavior directly affects the quality of classroom teaching and the level of education.The teaching and learning of middle school students are currently in a critical transition period of children’s development,and the classroom teaching behavior of middle school teachers is of great significance for students’ growth.With the deepening of education reform,the introduction of the Compulsory Education Curriculum Plan and Curriculum Standards(2022 Edition)further highlights the importance of teacher classroom teaching behavior in high-quality classrooms.Faced with new teaching needs and educational requirements,it is particularly important for teachers to present positive and effective classroom teaching behaviors.In response to the lack of attention paid by junior high school teachers to classroom teaching behavior in existing classroom teaching,this study attempts to use classroom teaching videos as a research carrier to explore the implementation status of junior high school teachers’ classroom teaching behavior,identify existing problems,explore the causes of problems,and propose corresponding optimization strategies.The study selected 14 teachers from W Middle School(Junior High School)in Shanghai who participated in the "Classroom Teaching Series Discussion Activity and Young Teacher Classroom Teaching Grand Prix" for classroom’s videos of teaching seminar.The study focused on the classroom teaching behavior of teachers,using research methods such as video analysis,participatory observation,and oral interviews based on literature interpretation,combined with the actual situation of sample teachers’ classroom teaching,We have attempted to construct a classroom teaching behavior analysis framework based on teaching seminar videos,following the logical chain of selecting "research sequences",clarifying "focal metaphors",delineating "formal interpretations",and conducting "reflexive explanations" to analyze the classroom teaching behavior of junior high school teachers and their optimization strategies.On this basis,this paper draws the following main conclusions.Firstly,based on the analysis framework of classroom teaching behavior,combined with the main sequence elements obtained through data screening under the principle of "focal metaphor",the classroom teaching behavior of junior high school teachers and student classroom behavior are analyzed,presenting three basic patterns as a whole: In terms of the use of time and space,the overall time and space usage of middle school teachers’ classroom teaching behavior is less than that of students,and they mainly focus on presentation and dialogue behavior.The teacher’s "teaching" and students’ "learning" together form a diverse interactive time and space relationship;In terms of verbal interaction,the classroom teaching behavior of middle school teachers presents an effect based dialogue form,a goal based dialogue motivation and a problem based dialogue path;In terms of nonverbal presentation,middle school teachers’ classroom teaching behavior shows a presentation expression that follows logic and a guidance posture that corresponds to the situation.Secondly,from different perspectives such as "classroom teaching values","classroom teaching role positioning" and "presentation methods of classroom teaching behavior",reviewing the classroom teaching behavior of middle school teachers,it can be found that in terms of value recognition,there are problems such as unclear "educational values" and insufficient "realizing the development of issue and realizing the development of people" concepts;In terms of role positioning,there are issues such as the authoritative impression of long-term "enchantment" of the teacher’s teaching image,the passive aphasia of "student subjectivity" hidden and the interactive failure of "teaching-learning relationship" separation;In terms of behavior presentation methods,there are problems such as a lack of "resource integration thinking",as well as a lack of "digital technology literacy".Thirdly,based on video analysis and reason analysis,the basic strategies for optimizing the classroom teaching behavior of junior high school teachers include:Taking value recognition as the core,promoting the transformation of teachers’ classroom teaching behavior from "separation of doing something and being people" to "realizing the development of issue and realizing the development of people",achieving the principle of "educational value" and the goal of "realizing the development of issue and realizing the development of people";Based on role positioning,promote the transformation of teachers’ classroom teaching behavior from "student-centered" to "standing on student’s position",achieve the "disenchantment" of teachers’ teaching image,the reshaping of "standing on student’s position",and the reexamination of "teaching-learning relationship";With the purpose of presentation,we aim to transform from "resource closure" to "resource integration",construct a collaborative teaching environment of "family-school-society" for educating students,and promote the integration of digital technology and classroom teaching.