Research On The Senior High School Teachers’ Teaching Behavior In Biological Classes Under The Background Of New Curriculum Reform

The early 21st century, China fully started a new round of curriculum reform, which targeted at the nine-year compulsory education and senior high school. As one of the basic subjects in the curriculum reform system, biology should implement the update and practice of the new curriculum concept through the teachers’behaviors. Therefore, whether the teachers’ behaviors can reflect the new curriculum concept is the key factor determing the success and failure of the curriculum reform. To study the classroom teaching behaviors of senior high school teachers from the perspective of the teaching practices is of vital significance to the full operation of the new curriculum reform and the improvement of teachers’classroom teaching behaviors.This study explored teachers’classroom teaching behaviors, taking Sanya municipal Y senior high as a case, aiming at avoiding the occurrence of teachers’ deviant behaviors during the teaching practices as well as putting forward suggestions to promote the teaching behaviors of senior high biological teachers and improve the teaching quality. The research methods include literature method, classroom observation and case analysis. The research content includes the review of relevant theories and literatures through the literature method, the clarification of relevant concepts and the standards of teachers’ teaching behaviors. The classroom observation method is used to confirm the behavioral indicators, compile the corresponding classroom observation sheet, conduct quantitative analysis of teachers’ classroom teaching behaviors based on the classroom observation sheet and find out teachers’ deviant behaviors. At last, the case analysis method is employed to conduct quantitative analysis of teachers’teaching plans and deepen the knowledge of teachers’ deviant behaviors.This study consists of five parts. The first part is the introduction which describing the issue raised, the purpose and significance, the status of the research and the theoretical basis of supporting teachers’ behaviors research, defining the concept of teachers’ classroom teaching behaviors and the content and methods. The second part is the quantitative analysis of teachers’ behaviors in the biological classroom of senior high school through classroom observation. The third part is the qualitative analysis of lesson plans. The forth part is the summary of teachers’ deviant teaching behaviors and giving advises focusing on senior high school biology teachers’ behaviors in classroom teaching. The last part is the retrospect and prospect. And the reflection on the shortcomings of this study.The research findings of this paper show that there are some problems existing in teachers’ teaching behavior, including inadequate attention to the lead-in link, the improper design and application of multimedia courseware, the inadequate originality and feasibility of the teaching plan, the lack of standard presentation and the unreasonable setting of teaching goals, and unreasonable classroom questioning etc. Targeted at these problems, a series of improvement suggestions are put forward, including enhancing the lesson preparations, emphasizing on the lead-in link of new lessons, using correct action verbs, standardizing the presentation of teaching goals and emphasizing on question design and quality etc. All the above suggestions are effective, and which can provide references for senior high school biological teachers to improve their teaching behaviors.