A Study On Classroom Teaching Behavior Of Primary School Chinese Teachers

In2001, a new round of Basic Course Reform was kicked off, the educational idea advocated in "the New Curriculum Reform" has gradually interiorize in recent ten years, the teachers’ role in the classroom also gets more and more attention to the whole society. Proving teachers’ teaching ability practically and effectively has become an important research topic in the current educational theory and practice. In the current wave of education reform, the classroom has become the key point, so the transformation of the teachers’ teaching behavior has become the focus of classroom teaching reform, the teacher’s classroom teaching behavior directly affects the student’s physical and mental development, and also has great effect on improving students’ comprehensive quality.This study is instructed by the constructive theory, Vygotsky’s theory of social culture and the theory thinking model of classroom teaching, taking30primary school teachers of Zhongyang county in Shanxi province as the research object, then designing a corresponding observation scale through looking up relevant literature, watching the video repeatedly and transcript some key point, lastly, the author put forward the corresponding strategy based on the analysis summary.This article mainly includes five parts:The first part is the introduction. This part analyses the research reason, which is a demand for the current primary school language classroom teaching to improve teachers’ teaching ability to adapt the students’ all-round development. This thesis then summarizes the research status of teacher’s teaching behavior at home and abroad and analysis the research contents, methods, influencing factors and the advantages and disadvantages of the research.The second part mainly explains the concept of teachers’ classroom teaching behavior, this article will define teachers’ teaching behavior mainly in four aspects: namely presented behavior, interactive behavior, reflective behavior and instructive behavior, this part also illustrate the theoretical support of this research and give a clear direction for further research.The third part mainly discusses the design of the study. This chapter mainly introduces the research purpose, the research methods, the research object and the research tools.The fourth part is to systematically analyze the result of the observation. This thesis is analyzed mainly through video observation which take teachers as the main body of teaching behavior and typical teaching fragment, then conclude the current state of teachers’teaching behavior by combining qualitative analysis and quantitative research.The fifth part is summary and discussion. Research results prove that the current primary school Chinese teachers’ teaching behavior has great different from the traditional one. Teachers pay more attention to the lead-in of a class and the ways diversifies; The relationship between teachers and students become harmony and democracy; classroom teaching has changed from "Monologue force-feeding" into "interactive communication". But it also has some questions, for example:the expression and logic of teacher’s lectures, low classroom questioning level, inefficiency classroom discussion, insufficient levels and flexibility of the exercise, these problems still need to be further solved. To the current status of primary school Chinese teachers’ classroom teaching behavior, the author puts forward some corresponding strategies for improvement, and some feasible strategy for implementation.Finally, the concluding part summarizes the deficiencies in this research, and also provides a direction for further research.