The Research On The Effect Of Primary And Secondary School Teachers' Professional Identity Impact On Effective Teaching Behavior In The Class

With the new curriculum the gradual deepening of the reform process, ushered in a classroom behavior of teachers challenge, the field of education and teaching effective classroom behavior that has lost in thought. Over the years, primary and secondary education in China is not optimistic about the quality of teaching, teachers cope with work on only superficial, not from the "student-centered" education ideas of interest to stimulate students to guide independent learning, students Access to knowledge and physical and mental growth. Most of the teachers, just follow the beaten track of the feeding teaching, which is our new curriculum reform and quality education advocated by the "all for the development of students "The goal is contrary.Teaching behavior of teachers into classroom teaching to complete carrier. Classroom teachers, effective teaching behaviors is the concept of education in the right, under the guidance of scientific and effective implementation of learning objectives and can achieve to promote the teaching behavior. Whether to implement the effectiveness of teachers, teaching behavior, the effectiveness of classroom instruction directly determine the key factors. In this study, the field of vision, the classroom teacher is the narrow range of effective teaching behaviors of teachers "teaching" behavior, not including teaching evaluation and teaching management behavior. Literature shows that, so far, our educational theories of effective teaching community about the classroom behavior of most of the focus on its status, characteristics, and proposed countermeasures, the lack of internal factors from the perspective of teachers themselves to explore their classroom behavior of effective teaching Impact.Teacher professional identity of teachers within their professional and occupational role of positive cognitive, and behavioral tendencies to experience complex, it is the internal driving force of growth of teachers, teacher professional development is the power source. This research started from the characteristics of teacher professional identity of the state of the sense of its meaning, defined as teachers in its own "teacher features " of the perception of the degree of recognition from teachers, the degree of professional values, level of occupational identity and emotional recognition of professional competence level To analyze its meaning and effect.In this study, literature, interviews, questionnaires and a variety of empirical research methods, effective teaching of classroom behavior and the concept of teacher professional identity, structure and influence between the two issues were studied through the enhancement of teacher The degree of recognition of their career, to provide some countermeasures and suggestions for reference to address the inefficiencies classroom teaching. The results indicate:1. Professional identity of teachers surveyed is generally in good condition, teachers have the highest scores in identification of professional capacity, the condition of teachers'identification of professional value is not so well. It means that we should enhance teachers'cognition of professional values.2. the implementaion of teachers'effective teaching in class is wholy all right. Compared with the good condition of teachers'effective tuition, the condition of teaching students in accordance of their aptitude is in a poor level.3. The main factors of teachers'professional identification have remarkble positive correlation with that of teachers'effective teaching behavior. Teachers'identification of professional capacity and professional values have a remarkble influence and prediction to the main factors of effective teaching behavior in class.