As A Driving Force In Order To Reflect On The Teaching Behavior

Teachers' behavior influences even decides their teaching.After the behaviorism researchers on education and psychology attend to teachers' behavior. In the 1970s, the development of cognitive and humanism research make the researchers pay more attention to teachers' inner thinking. Researchers have made many studies on the relation and models between teachers' thinking and behavior from different aspects.Especially during the times between 1980s and 1990s,westem researchers on teachers' education push the researching on reflective teaching to climax, and put the achievement into teachers' training plan. They contributed for promoting the development of teaching to be professional.In China, the study of teachers' behavior has just began. The previous researchers mostly concentrated on the introduction and rearrangement of the foreign achievements, lacking naturalizing and practical researching. So they can't guide teachers practically. In this view, starting from teachers' reflection which is supposed as the impetus for teaching ,this paper composed teachers' behavior model which divided into three phases and three interior parts, and accordingly put forward three typical behaviors-resigned, skillful and reflective, on the base of which some self-evaluation questionaires and outlines for dialogues with teachers are made to carry out the practical research.The findings are like this: at present, teaching behavior in China's primary and middle schools is between skillful and reflective, mostly skillful; among three phases-preparations, implement and evaluation, behaviors in evaluation tend to be resigned while those in implement to be reflective; excellent teachers behaviors tend to be reflective compared with average ones; primary school teachers tend to be reflective while senior ones be skillful; fresh teachers tend to be resigned in preparation and implement; teachers in famous schools tend to be reflective compared with the others; most of teachers are commonly aware of the importance and significance of reflection which propels teaching process, but they neglect the penetration in the course, especially in evaluation, teachers' awareness is weak, lacking the tendency to deeply research on the problems and contradictions which happen in the course; reflection after class is at simple review and summary; learning atmosphere is thick while awareness of promoting teaching to be professional is weak. The summarizing and analyzing of the conclusions indicate that to change the present condition and improve teaching efficiency, we should start from four aspects-sense of education , knowledge structure, environment and evaluation system.The study provides a valuable frame for teachers to optimize their teaching and make their career professional, serves as a practical guide for teachers' continuing training, helps to solve the long-term disjointed problem between the theory and practice.