Elevation Of Teaching Behavior Of Science Teachers Based On Vedio Lesson

Lesson Study which plays a role in improving teaching quality, enhancing their teaching expertise and promoting their professional growth and development is increasely recognized by the majority of primary and secondary school teachers. But specific studies as regards the teaching behavior of classroom teachers are few. Therefore, carrying out this research project has certain practical and shepherding value to boost the teaching ability of teachers.This study reviewed the existing research results on video lesson at home and abroad used to enhance the capability of teachers by literature research, which provided systematic and theoretical basis for this project. The status quo over ability elevation of secondary science teachers was understood through the questionnaire research. And we obtained further information about the inadequacy of teaching behavior of secondary science teachers via lesson analysis, And put forward corresponding suggestions for improvement.By virtue of the methods of literature review, survey and Lesson Study, the main conclusions of this study are as follows:①The status quo of teaching behavior of middle school science teachers was not rosy, skills upgrading was inefficient and needed to be improved;②some science teachers took too little or too much time to introduce. While the introduction mode could motivate students, which was not deeply understood and assimilated by part of science teachers.③The time took by instruction of some teachers generally last longer, which resulted in most of students being in a state of cramming, and the initiative of students was oppressed. Students'appetite for exploration was not intrigued, autonomic learning of students also had a long way to go.④There were a number of problems in classroom questions raised by some teachers such as questions centered on memorizing, questions of low quality and cogitation time less than 3 seconds. Besides, answers of students were interrupted or even ignored by teachers.⑤Teaching feedback rendered by science teachers lagged behind and was inefficient, one-sided, devoid of specificity.In order to improve teachers' teaching behaviors, the paper put forward three proposals: Exalting classroom teaching ability of science teachers by means of cognitive apprenticeship. Improving teaching ability on the basis of effective teaching feedback. Boosting monitoring capacity and developing classroom teaching caliber of teachers grounded on video lessons.