The Research Of Novice-proficient Teachers’Teaching Behavior In Classroom In The Visual Field Of Education Democracy

This article is about the comparison of teaching behaviour in class between a novice and a proficient teacher from a teaching democratic perspective. Targeting on the teachers from Z middle school in Zigong and by comparing the teaching behaviour of the two kinds under certain teaching circumstances, it tries to find out whether their teaching behaviours are educational democratic and if they are, to what degree they have manifested democracy. Based on an extensive reading of the previous researchers’achievement, the author has got plenty of detailed materials by joining in their classes and asking them questions face to face.Following the clue question "what kind of teaching behaviour can be democratic", the whole article has been divided into five parts. The first part is the introduction which includes the arising of problem, the significance of this research as well as the current research status of at home and abroad. In the second part the researching thoughts and methods have been involved. It mainly centers around the demarcation and selection of the two kinds of teachers. It also divides the teachers’ teaching behaviour into five parts, namely, textbooks presentation, classroom practise, evaluation, control of class and teacher-being. Based on the educational democracy, it analyses the should-be state of an ideal teaching behaviour. The third part is the main content of the whole article which contains the comparison of the five parts of the teaching behaviour between the novice teacher and the proficient one and presents with specific cases.The fourth part is about the analysis of the reason of their teaching behaviour from five different aspects, that is to say, teaching concept, cognition, psychological characteristics, cultural influences and values. The last part is the conclusion and suggestion. From above the author gets the conclusion that both the novice teacher and the proficient one have democratic factors in their teaching behaviour, yet there are also some problems, such as the authority of those proficient teachers may have an impeding effect on the democratic behaviour of the novice teachers. At last it offers some corresponding suggestions.