Researchon The Heuristic Teaching Behavior Of Elementary School Teachers

With the deepening of the new curriculum reform, heuristic classroom behavior has penetrated into the classroom of primary school and become the an important part of teacher’s classroom teaching behavior. In the field of education research, the researches about heuristic education and the classroom behavior of teachers are numerous. Based on summarization of the formers’ achievements and combination of the author’s research, this paper explores heuristic classroom behavior of primary school teachers.This paper selects15primary school teachers from urban and suburban area separately as the object of study. Each teacher attends8new lessons and fills what they observes into the self-made record form and rating form. Then these teachers are surveyed and interviewed. The current situation of heuristic classroom behavior of primary school teachers is fully described from the aspects such as the perspective and means, time and frequency, the application of guiding language and media option, the option of heuristic objects and degree of student response as well as the grasp of guiding opportunity and effect of heuristic behavior according to the dimension in the record form and rating form.It is easy to find that the primary school teachers already have the conscious to implement heuristic behavior in the class, but it exists a great many problems and the behavior needs to be improved. These problems manifest in unitary heuristic means of teachers, the object option in favor of excellent students, deviation understanding of heuristic effect and the inadequate strategies of guiding language and opportunities. In addition, it also exists the special problems led by the objective factors like location. Aiming at the insufficiencies of heuristic behavior of teachers, this paper proposes the following strategies:First of all, the teachers should be helped to establish correct educational and student’s view as the thought premise of heuristic behavior optimization; The next, the teachers should obtain necessary strategies in practice and improve their own heuristic behavior through reflection; And then, the training of nation or school should focus on specification, systematicness, participation and practicalness for training has a significant effect on the heuristic behavior optimization of teachers; Once again, the professional motivation of teacher occupation should be improved from both internal and external aspects to enhance the teachers’ self-conscious of heuristic behavior improvement; Last, aiming at the location differences and school situation, the educational support to remote area should be appealed to strengthen which could be conducive to the construction of local educational facilities and attention to teachers. Try our best to narrow the differences of all kinds of teaching behavior including heuristic classroom behavior and teaching quality among area.