Study Of The Languages ​​of The Effectiveness Of Classroom Teaching Behavior

Teaching behavior is a kind of consciously-selected social behavior based on a full consideration of various kinds of conditions in the educational system. Under the background of new courses reform, effectiveness of teachers'teaching behavior will directly affected the efficiency of new courses reform. Conducting a timely and overall analysis of the effectiveness of teaching behavior in chinese classes, theorizing the original teaching experience, systemizing these scattered studies and researches, discovering problems, exploring new strategies and constructing new teaching patterns in the process of theorization and systemization, not only can enrich and develop the theories on the effectiveness of teaching behavior in chinese classes, widen teachers'horizons for chinese teaching , but also can contribute to the chinese teaching practice, the solution of concrete problems in chinese teaching classes and the increase of the chinese teaching efficiency.Since the concept of teaching appeared, educators have been seeking the best educational effects and exlporing effective teaching methods. Teaching effectiveness, which is a developing concept, has gradually been enriched. This thesis has stated the definition of the effectiveness of class teaching behavior: a teaching bahavior can be called an effective teaching behavior only if this behavior has achieved these preset teaching aims and effects, that is, within limited time and space, through the teacher's adopting appropriate teaching methods and stimulating students'initiative to learn, the students have acquired a large amount of knowledge which has been digested and absorbed through participating actively in teaching processes. Based on the analysis of the concept of teaching behavior effectiveness, this thesis also presents its three basic characteristics: the effectiveness of teaching aims, teaching process and knowledge handling in class.As to chinese teaching evaluation, it's tranditionally believed that the effectiveness of chinese class teaching should depend on the teaching results, i.e. students'academic records. However, teaching behavior should be a dynamic process. So it must be not objective to evaluate teaching behavior by only referring to the teaching outcomes.The basic idea of new curriculum standards is that teachers should design teaching aims by considering three aspects: knowledge and ability, process and method, emotional attitude and values. Therefore, to evaluate the effectiveness of chinese class teaching behavior, such elements as the development of students, interactions between teachers and students, teaching methods and efficient class regulation should be fully taken into consideration.Teaching is a kind of imperfect art. There is always room for improvement in any class. It's also true with chinese teaching classes. So there are still many defects in some chinese teachers'class teaching, such as a lack of student subjectivity in teaching process, inefficent class teaching regulation and misuse of class teaching manners, etc. This thesis, on the basis of analyzing the concept , the basic characteristics and evaluation standards of the effectiveness of chinese class teaching behavior, and combining chinese teaching experience, puts forward that the effectiveness of chinese class teaching behavior can be realized by constructing effective teaching regulation, using effective teaching methods and strengthening teachers'training. By doing so, this thesis may provide some concrete and workable methods and strategies for chineses teachers on the front to conduct effective teaching behaviors and offer a guidance to the chinese teaching practice under new courses reform.