A Study On The Differences Of Classroom Listening In Primary School Chinese Teachers

The traditional teaching model, the role of teacher-led classroom based on the result of their own will always listen to students, but behind this behavior means that teachers do not realize that students are learning the subject, thus ignoring the students’ initiative. But since the new curriculum, China began to change the existing mode of teaching, advocating for teachers to respect students’ subject status to the development of students as the goal. To achieve this change in classroom activities, teachers should shift from imparting knowledge to students who listen to the sound. At different stages of professional development of teachers, there is a big difference in terms of classroom listening, but what kinds of differences in how we can improve classroom listening to a low level, the existence of these problems are of this study, and what factors cause such differences exist, and will be described.The study was divided into two phases, the first is a comprehensive collection of data, on the basis of an analysis of what difference five primary language classroom listening exist. Specific practices: Choose at different stages of development of professional language teachers in five primary schools for the study, in order to focus on their normal course, through classroom observations, interviews with teachers and other ways to collect data, and then analyze system performance differences between them. Research focus of the second phase is to analyze the impact of their differences caused by low levels of performance and listen to what the effect of the factors, and from what research to improve this phenomenon.The study is divided into five sections:Introduction: focuses on the origin of this study, to clarify the value and significance of this study, research status of teachers as well as domestic and classroom behavior research status listening behavior, define related concepts.The second part focuses on the design of this study, detailed study to determine the selection method, the research object, the basic situation of the scene as well as study the reliability and validity study of other issues.The third part of this study will be divided into classroom teaching classroom import content of teaching, teachers and students guided practice and summary of the three links were discussed in detail. In these three areas by analyzing examples and classroom observation table, the same stage of development for teachers and teachers at different stages of development in the professional aspect of both comparative analyzes of five classroom listening to the performance differences exist.The fourth part of classroom listening to the specific case of the reasons for the differences from the concept of four teachers, teachers’ knowledge structure, teachers and teacher personality style analysis of the impact from the teacher’s classroom management and communication skills, professionalism, and analyzes the impact of three classroom teachers listen The reason the effect.The fifth part is the basis of these studies, the analysis of classroom listening to the problems and propose concrete suggestions from teachers ’concept, teacher skills, teachers’ attitudes and so on.