The Lesson Study Of Improving Junior School English Teachers’ Effective Teaching Behavior

Since our country has enacted "Basic Education Curriculum Reform” in 2001, the teaching concepts of our teachers and students, the teaching methods have undergone a positive change. However, if we want to achieve specific objectives of curriculum reform, the key is to deepen the reform of classroom teaching, the prerequisite is to enhance teachers’ effective teaching behavior. The inefficient behavior of English teachers in junior high school is a common phenomenon. In recent years, Lesson Study as an effective means to enhance the professional development of teachers welcomed by teachers. In this paper, we use the Lesson Study of Improving Junior English Teachers’ Effective Teaching Behavior as the topic, according to the basic characteristics of effective teaching behavior, by studying cases of “polishing class" and “comparing lesson", looking for the methods of improving junior English teachers’ effective teaching behavior.The first part is the introduction. In the context of deepening the new curriculum reform, on the basis of analyzing junior English teachers inefficient teaching behavior, we put forward research contents, methods, relevant literature review and research significance through Lesson Study to enhance junior English teachers’ effective teaching behavior.The second part is the definition of the concept and relevant theory. This chapter defines the Lesson Study and English teachers’ effective teaching behaviors and explains the four features of English teacher effective teaching behavior: the "process" oriented; "dialogue" based; "practice" for the program; the “individual "for the basis.The third part is the case analysis of the Lesson Study of Improving Junior English Teachers’ Effective Teaching Behavior. This section describes the basic situation of Tie Shan Middle school and the Lesson Study of English teaching and research group in this school. By comparing two junior school English reading classes and analyzing three junior school English listening and speaking classes of the same class of heterogeneous we put forward the suggestion of effective teaching behavior for English teachers.The fourth part is the interviews of the Lesson Study of Improving Junior English Teachers’ Effective Teaching Behavior. Through questionnaires and interviews, trying to understand the perceptions and attitudes of junior school English teacher towards Lesson Study activities, and what they think and gain in this activities.The fifth part is the Implications of the Lesson Study of Improving Junior English Teachers’ Effective Teaching Behavior. This chapter summarizes the promoting function of lesson study to enhance junior school English teachers’ effective teaching behavior and the problems in lesson study and recommendations for improvement.In this study, we stick to theory with practice in principle, based on actual English teaching situation of junior high school, making efforts to explore methods to enhance junior high school English teachers’ effective teaching behavior based on Lesson study, improving the efficiency of junior high school English class, in order to provide for reference for the general junior high school English teachers.