Study On The Ability Quality And Key Behavior Of Effective Teaching For Middle School Teachers

Teachers are the basis of the development of education,and the key to improve the quality of education and run a satisfactory education for the people.To strengthen the construction of teachers’ ranks and to carry out teaching research,the core problem is how to make teachers teach more effectively.The exploration of this problem is propelling the development of teaching theory and the development of a series of teacher development policies.How can teachers teach more effectively? Focusing on Teachers’ Ability quality and Teaching behavior,a great deal of researches have been carried out at home and abroad.However,the domestic researches are mainly based on speculation and experience summary,lacking of empirical basis;while foreign researches are mainly empirical,but based on the foreign teaching situation,the guidance to our native teaching practice is not strong.Because of the deficiency of the current research and the importance of the problem,this study attempts to use the empirical method,taking the middle school teachers as the research object,and tries to construct the ability quality model and the key teaching behavior structure that affect the teaching effectiveness of the middle school teachers under the local real teaching situation in our country at present,so as to perfect the development theory of the middle school teachers in our country,and to provide effective basis and support for the selection,training and training of middle school teachers in our country.The ability quality and key behavior of middle school teachers to influence the effectiveness of teaching,because they are also related to whether teachers can achieve effective teaching,in order to describe succinctly,in this study,they are defined as effective teaching ability quality and effective teaching key behavior.Accordingly,this research tries to construct the ability quality model and the key behavior structure of the middle school teachers which affect the effectiveness of teaching,that is,the effective teaching ability quality model and the effective teaching key behavior structure.The whole construction process of effective teaching ability quality model and key behavior structure is carried out step by step through the following steps.Firstly,through the methods of literature and theory analysis,behavior event interview,teaching expert interview and so on,the effective teaching ability quality index and the key behavior index are extracted and screened from two aspects of theory and practice respectively.Then,by synthesizing the results of small sampleinvestigation,this study preliminarily generalizes the database of teachers’ effective teaching competence and key behavioral indicators.Secondly,we develop and compile the research tools by using these alternative competency indicators and key behavioral indicators,and then form a preliminary questionnaire.Thirdly,taking the "high efficiency teacher" as the research object,the formal questionnaire is formed by pre-investigation,and then the formal investigation is carried out.According to the formal investigation data,through exploratory factor analysis and confirmatory factor analysis,we can get the initial effective teaching ability quality model and key behavior structure.Fourth,each index of model and structure is given to students,high efficiency teachers and teaching managers to investigate the effectiveness of the indicators.Then,taking the indicators identified by the three party as the independent variables,and taking teaching effectiveness as the dependent variable,we use the large sample survey data of "middle school teachers",and use regression analysis and path analysis to test the validity of the indicators.After that,the index system is adjusted according to the results of empirical test,and finally the effective teaching ability quality model and the key behavior structure are formed.Through the above research process,this study finally has constructed an effective teaching ability quality model,consisting of four dimensions: "knowledge accomplishment","teaching ability","professional character" and "self character".It contains 44 specific competence quality indicators.At the same time,this study has obtained the effective teaching key behavior structure,consisting of "teaching preparation behavior","teaching introduction behavior","teaching presentation behavior","teaching questioning behavior","teaching management behavior","teaching communication behavior","teaching guidance behavior" and "teaching evaluation behavior".It contains 31 specific indicators of teaching behavior.Based on the effective teaching ability quality model and key behavior structure,this study further analyzes the current situation of middle school teachers’ effective teaching ability,key behaviors and differences among groups based on the survey data.Based on the statistical analysis of data,it is found that the development of effective teaching ability and key behaviors of middle school teachers in our country is insufficient and unbalanced.Effective teaching ability,teachers have weak practical knowledge,teaching research and reflection ability,occupation burnout,narrow knowledge,careless work enthusiasm and other aspects of the problem.In the key behavior of effective teaching,teachers have some problems,such as weakconsciousness of teaching goal,single teaching method,not paying attention to controlling their emotions in class,lack of individual pertinence in teaching communication,and lack of timely and concrete in guidance and evaluation of students.Teachers’ scores are especially low,in the four abilities of "knowledge of general teaching method","profound knowledge","reflection" and "inquiry into teaching" and the three key behaviors of "actively communicating with students","attaching importance to individual communication" and "attaching importance to self-emotion management".The teachers in the central and western regions,non-urban areas and non-key middle schools have lower scores of effective teaching ability and key behaviors,and are faced with greater urgency and pressure of improvement and development.Finally,based on the effective teaching ability quality model and the key behavior structure,as well as the current performance and existing problems of the middle school teachers in our country,this study puts forward the policy and action suggestions on selecting,training,training and self-study of middle school teachers.