A Study On The Characteristics And Influencing Factors Of English Teacher’s Teaching Behavior In Primary Schools

Against the background of globalization,the wave of world education reform is surging,while the pace of China’s basic education reform has never stopped.It can base itself on local thinking and promote practical practice,which is full of features of the time in this process.Entering into 21^st century,Decision on Reform and Development of Basic Education and Outline for Elementary Education Curriculum Reform（Trial）（hereinafter referred to as the outline）were put forward one after another,and the new round of reform on basic education was official initiated along with them,all of which are aimed to further promote and deepen quality education as well as implement the core idea of this reform,“everything for the development of every student”,in curriculum and teaching.In the era of knowledge economy and information society,knowledge is increasing and updating at an unimaginable speed.Education that is truly responsible to students should be able to promote their all-round,independent and individual development.Moreover,the outline clearly points out that changing the current situation of the implementation of the curriculum,including overemphasizing on accepting learning,cramming by rote,and mechanical training.It advocates that students should actively participate,be willing to explore,and be diligent in practicing.The outline noted that students’ability to collect and process information,acquire new knowledge,analyze and solve problems,and communicate and cooperate should be developed.The long-term indoctrination-style education in the past has made students introverted,passive,lacking self-confidence and obedient in learning.Naturally,it has stifled people’s creativity.In this sense,we regard the optimization of teachers’teaching behavior and the improvement of students’learning methods as important indicators of the success of this curriculum reform.Therefore,teacher’s teaching behavior is not only a key element in the implementation of educational reform,but also an inevitable demand for the development of educational research.Based on the background of the current era,personal subject background and research interest,this paper studies the teaching behavior of primary school English classroom teachers after the new curriculum reform to explore the practice process,main characteristics and influencing factors of primary school English classroom teachers’teaching behavior since the new curriculum reform.In this study,the qualitative research orientation and the method of purposive sampling to select individual cases are adopted.A public primary school F in C city,Jilin Province is selected as the case school.The main research object is 34 teaching videos collected from F school.Literature analysis,video analysis,Delphi method,questionnaire survey method and interview method are adopted to construct the analysis framework of primary school English classroom teaching behavior and the overall principles of video analysis teaching behavior.Based on the observation,analysis,recording and arrangement of teaching behaviors in 34 teaching videos,this paper describes the teaching behaviors of teachers in classroom teaching,compares the teaching behavior of teachers in different stages and different types of classes,summarizes the characteristics of English teachers’teaching behaviors in primary school,and deduces the factors influencing teaching behaviors through interviews with English teachers in school F.This study refers to the existing classification of teaching behaviors and constructs an analysis framework for primary school English classroom teaching behaviors.In this study,the teaching behaviors of teacher are redefined as declarative behaviors,presentational behaviors,dialogic behaviors and instructional behaviors.Four dimensions of analysis on teaching behavior,namely content,goal,method and subject,are determined according to Compulsory Education Curriculum Standards for English（2011 edition）.Based on the description of the statistics of the four analysis dimensions of teaching behaviors as well as the comparison and analysis of teachers in different stages and teaching behaviors in different types of classes,the study summarizes the characteristics of primary school English teachers’teaching behavior as follows:pay attention to the selection of the content of knowledge;focus on students’overall learning skills via basic listening and speaking;stimulate students’motivation and interest towards learning and cultivate the students’spirit of cooperation;lose the balance of imparting different learning strategies;emphasize the influence of cultural knowledge yet neglect the connotation of culture;adopt integrated methods,focusing on static and multi-dimensional presentation;promote the exchange and involvement of students,realizing the interactive teaching between teachers and students;identity of teaching behaviors with different teaching age can be found;differences of teaching behaviors can be found in different types of classes.The study further finds that the teaching behavior of English teachers in classroom is mainly influenced by school,teacher themselves and students from the macro level to the micro-level.。First,the school-level impact is mainly reflected in teaching reforms carried out by school,school’s spiritual environment and material environment.First of all,the teaching reforms carried out by school play a role in leading the change of teachers’teaching behaviors.Second,the rich school spiritual environment is a deep motivation for forging teachers’teaching behaviors,which includes the educational philosophy,the cultural environment,the teachers themselves and the management concept.The educational philosophy is the theoretical basis of teaching behaviors,the cultural environment exerts a subtle influence on teaching behaviors,the teachers are the driving forces for the optimization of teaching behaviors,and the management concept is the normative restriction on teaching behaviors.Third,the material environment of a school is the premise and guarantee for the implementation of teachers’teaching behaviors.Only by creating a high-quality teaching environment can provide a good platform and space be provided for teachers and students.Second,the teacher-level impact mainly includes professionalism and individual personalities.Among them,the professionalism of teachers provides professional guarantee for teachers’choice of teaching behaviors.Finally,the individual personalities are the key factors that affect the formation of teachers’teaching behaviors.Third,the student-level impact is mainly reflected in the two aspects:the learning law and learning interest of students.The students’learning law influences teachers’control and regulation of the teaching behaviors,which mainly includes the cognitive law of students affects teachers’perception and understanding on teaching behaviors;the way of thinking of students affects teachers’judgments and choices of teaching behaviors,including figurative thinking,creative thinking,convergent thinking and abstract thinking.The learning interest of students is the basic starting point for the choice of teaching behaviors,teachers need to stimulate students’motivation to learn by creating living situations,using diversified teaching methods,adopting modern teaching media,and allowing students to truly participate in the classroom.Through the in-depth exploration and research above,five major conclusions can be made from the dimensions of teaching behavior and influencing factors,which are presented as follows:firstly,the knowledge and skills are the foundation and the core of the implementation of the teaching behaviors,especially the vocabulary,the topic and the listening content as the key object of the teaching behaviors in“basic knowledge and basic skills”.Secondly,and the content of emotion,strategy and culture is the direction of the implementation of the teaching behaviors,in which the teaching behaviors attach importance to the cultivation of the interest of motivation and the spirit of teamwork,as well as the influence of cultural knowledge and the teaching of the cognitive strategy.However,it lacks the understanding of the cultural connotation and the cultivation of the control strategy.Thirdly,the teaching behaviors and the choice of the subject are both hybrid,in which the teaching behaviors are mainly intersected and multiple,and they can be integrated between teachers and students to realize communication and interaction.Fourthly,different teachers’teaching behaviors in various types of classes are“totally different”.Lastly,there are many factors that affect the teaching behaviors of primary school English teachers.