A Case Study On The Chinese Teacher’s Classroom Teaching Behavior In Daoxian Rural Middle School

Classroom teaching behavior is an important influence on the quality of their teaching, and thus has always been a hot issue in the field of education research. Following the push for rural elementary education reform rural teachers’classroom teaching behavior style has been challenged, and many researchers have begun to study the change in direction of rural classroom teaching behavior.This study employed a qualitative method to conduct a case study of a typical rural core literature and language teacher. By gathering data on the teacher’s classroom teaching behavior in China and abroad, this study defined and classified different aspects of classroom teaching behavior. Existing literature has divided Chinese classroom teaching behavior into two facets:operations, which is oberservable and conducted by teachers, and concepts, which is internal and keeps continuity with class teaching behavior theory.This study is based on thoroughly observing the situation of Teacher A’s classroom teaching, and cramming education, teacher-student interaction and reading, as the three most high-frequency and representative over behaviors, are chosen to analyze. Combining the teaching plan of Teacher A and communication and interview of her, this study summarizes her implicit teaching behavior concept as laying emphasis on knowledge and skill, the process and the method and emotions attitudes and values.By means of interviewing, observing and introspecting, this thesis evaluates and analyses the effect of Teacher A’s Chinese classroom teaching behavior, including evaluation of teachers and students, introspection of Teacher A and the viewpoint of the author, afterwards, discussing the factors that cause to affect Teacher A’s Chinese classroom teaching behavior from both subjective and objective sides. The subjective aspect is due to the Teacher A’s active reduction, in practice, in the gap between the new curriculum’s idea and its reality, the perpetuation of the faith of Joyful Teaching method and the learning and application of education psychology knowledge. The objective aspect is just because of the students’inadaptation to new curriculum reform, the influence of school atmosphere and the affect of social consciousness.This thesis puts forward concrete suggestions to improve rural Chinese teacher’s classroom teaching behavior. The suggestions mainly include both subjective and objective sides. From subjective aspect, rural teachers must promote themselves in ability of the self-reflective teaching behavior, independently integrating and constructing the new and the old teaching concept and strengthening the teachers’ professional development. From objective aspect, rural Chinese teacher’s classroom teaching behavior should be helped to improve by means of increasing the effectiveness of training of rural teachers, encouraging the rural teachers to participate multiform teaching observations, establishing effective reward mechanism, completing wages and benefits of rural teachers and alleviating burdens on rural Chinese teachers.