Research On Types Of Teachers’ Behaviors In Basic Education Reform

In the21st century, the reform has become the external environment of educationdevelopment, especially in the field of compulsory education reform. However, no matter in whatkind of reform, teachers are still the main implementers and the key factors of education reform,and the change of their behaviors is the fundamental guideline to determine the effectiveness of thereform. Although in recent years there are researches on teachers’ behaviors in education reform,most of them are not expanded from the perspective of teachers to describe and analyze the changeof teachers’ behaviors in a long period of time.This article selects two reform model,"executive-type" and "expert-type”, from thecompulsory education reform, and expands the research in specific reform. In order to outline thetypes of teachers’ behaviors in compulsory education reform, this study describes profoundly thechange of teachers’ behaviors in different reform models.And through the comparisons of differentbehavior types in different reforms, we reflect on the features of current education reform and thedevelopment of teachers’ behaviors and find out the new conditions which will produce newbehaviors of teachers. This study adopt literature review, questionnaires, interviews and case studyto collect data to analyze and reflect the real situation of teachers’ behaviors.For the content of this thesis, it consists of five parts: The first chapter as the starting point ofthe article writing，describe the research background, research questions, existing research results,research objects and Methods and so on. The second chapter introduces the theoretical basis of thisstudy, including teacher behavior were reviewed and the relevant theoretical basis of this article.Chapter3and chapter4discuss the types of teachers’ behaviors in the "executive-type" educationreform and the "expert-type" education reform in the start-up phase, implementation phase andconventional stage of the reform, and analyze the causes of their behaviors. In the last chapter, theauthor compares and rethinks the types of teachers’ behaviors in two kinds of education reform,which involves in the comparison of behavioral agents, behavioral expression and Behaviorgeneration environment. Meanwhile, on the basis of comparison, the author reflects on features ofteachers’ behavioral development and conditions for the development,which provides a reference for teachers’ development and the smooth implementation of the reform.