The Comparative Analysis Of The Study Of Effective Teaching Behavior In Class

The research of effective teaching plays a key role in the educationresearch over the world. American researchers have already startedthis research since1930s. By now, this research has been welldeveloped, different research views have been included, and theresearch achievements are very abundant. In China, this research wasstarted in1990s but got many papers. In the aspect of researchachievements in America and China, it can be found that theresearches in both countries meet some bottlenecks and the future ofresearch is not clear enough. Based on above reasons, it must bemeaningful if we do some researches in the comparison of effectiveteaching acts between America and China.Researches in our country are a little late and do got lots of papers.But there is something shortage during it, such as method is not rich, andlack of methodology. This article compared the researches betweentwo countries, analyzed the research process, research focus and theview of research in two countries, got out the differences in twocountries’ researches, found out the basic problems, and offered thesupport of coming study.The thesis is composed of four pars mainly:Part I: introduction. This part mainly analyses the correlativeresearch in China and America, introduces the current research aboutthis topic., makes the definitions, finds the best order and method, andaims to lay a theory foundation to the whole study.Part II: compare and analyze the history of the effective teachingbehavior. This chapter mainly analyzes the change of the history stageof the research and the basic problems in each stage. This part alsodivides the stages of research in China, summarizes the basic problemsin each stage. Based on this, this part analyzes the differences in each stage of effective teaching research in these two countries.Part III: This part mainly compares the focus point of research ineffective teaching behavior, introduces the research of teacherbehavior, the interaction behavior between teacher and student, andthe effectiveness of teaching behavior, and summarizes the problems intwo countries’ researches.Part IV: Compare and analysis the research paradigm about theclassroom instructional behavior between America and China. This partintroduces the transition from the dispelling of “process-productparadigm” to the revival of “cognition-interlocution paradigm” and to“context-ecology paradigm”.Part V: The part introduces future trends and the enlightenmentsgot from America research. Based on the previous parts, this part liststhe problems in the research of classroom instructional behavior inChina. This part draws up the strategies on how to improve theresearch of effective teaching behavior.