The Study On Cases Of Information Technology Teachers’ Classroom Teaching Behavior In Primary School

This research first analyzed domestic and foreign research status of classroom teaching behaviors, and then combined with the characteristics of information technology classroom teaching in primary and middle schools in China, with the operational definition of Teachers’ teaching behaviors in classroom based on the classification of FIAS teaching behaviors. The primary information technology classroom teaching behavior observation table was designed by the use of classroom observation and FIAS analysis technology. Finally, the author chose the representative experts’and novices’ lesson cases for statistics and data processing, then compared and analyzed experts’and novice teachers’classroom teaching behaviors from the overall, comprehensive, interactive and teaching pattern levels. According to the result analyzing summary and summing up existing problems in novice teachers’classroom teaching behaviors, some targeted strategies were raised.There is great correlation with the information technology classroom teaching quality and teachers and students’classroom behavior structure distribution, teachers’ teaching styles or the inclinations, and teachers and students’emotional interaction, and teaching modes through the above study in this paper. In the expert-teacher classrooms, teachers have established a teacher led-and-student centered teaching view, improved classroom teaching efficiency by increasing the students’ thinking and practicing behaviors, and enhanced the teachers’indirect and positive effects by using many kinds of incentive language and non-language behaviors, and established a mixed type of teaching mode by developing the activity of "learning by doing". While in the novice-teacher classroom, teachers lead and control of the classroom, students are passive and negative in the classroom. The novice teachers focus on knowledge and skills, ignoring the process and method, the importance of emotion attitude and values. The lack of active and positive behaviors and speeches classroom has reduced students’ confidence and curiosity. The teacher-centered teaching model has weakened the students’ subject positions.