Elementary School Teachers' Classroom Teaching Anomie Behavior Research

Classroom as a main place for teachers and students of activities and contacts. The teaching activities, not just passing and absorbing knowledge and skills, but more importantly, teachers’ words and deeds in classroom will subconsciously affect the development of individuals(students)."Wealth of knowledge can be called a teacher, good behavior can be called a model." Teachers’ classroom behavior directly affects the development of individual life. Their behavior contrary to the code of conduct, not only have a negative impact on the teaching, on students,but also on teachers.The Educator Confucius repeatedly emphasized that teachers should "Masato first hexyl" and "not being up, such as Masato how?" The wisdom of education is a kind of "both America Road, Shen its line of Virtue". Therefore, this paper based on the teaching practice, found that anomie behavior recorded in the teachers’ classroom teaching, tried to put forward the corresponding teaching ideas and improvement strategies and. This research’s framework is as follows:The first part is an introduction, which mainly describes the origin, the meaning and the value of the study. It also introduces the review existing research results and the selection of research methods.The second part is mainly related to the concept of the present study and the definition of slection criteria. The introduction of the term "anomie", anomie, that is, lose the specification. In sociology, it is the misconducts inspired by the contradiction between social norms and individual behavior. In education, it mainly refers to the teachers as an actor are lack of right career awareness and recognition; lack of scientific understanding and grasping about the physical and mental development rules and characteristics of students’ different ages, lead to anomic behaviors which have bad impact on students’ physical and mental health. In this study, the definition and range about "anomie" is based on the related analysis and discussionon in sociology and education.The third part is participating in the classroom teaching, through the observation and records of teachers’ frequency anomie behavior in the classroom teaching, then analyze and summarize the result, the specific and general performance of teachers’ classroom teaching behavior are listed.Subsequently, according to the performance of the teachers’ misconducts into the team and group of teachers, through a non-outline-style interview we know the possible causes of teachers’ classroom misconducts from the teacher, and through analyzing and thinking the result of the interview, we summarize the reason of teachers’ misconducts. The subjective reasons including teachers are lack of the proper role of awareness and professional identity, teachers have low quality and adhere to teachers’ educational philosophy. The objective reasons mainly display in the teacher evaluation system is imperfect, the education oversight system is not tight, the understanding deviation of the teaching profession in society and the external pressure on teachers.The fourth part is the synthesis of former parts. The front parts discover and analyze the problem, in this part we try to solve the problem. After the attribution analysis of teachers misconducts, we put forward the the corresponding teaching ideas and improvement strategies.To help teachers establish a correct sense of the role and occupational identity, training teachers’positive, optimistic, healthy attitude and the sense of belonging to the occupation, make the code of conduct clear, to enhance teachers’quality. While let teachers know students correctly, the evaluation of students should develop from "diversity" to "unity". Through these make teachers move from the "loss" to the "norms" road of classroom teaching. And then achieve an orderly, smooth classroom teaching, the student’s mind and body can get a comprehensive and healthy development.