A Case Study On Classroom Answering Behavior Of A Junior Middle School Chinese Teacher

Teachers' wise answers can inspire students in bright spots,set aside students in cold spots,pilot students in confused places,guide students in mistakes,and guide students in learning smoothly,leading the interaction and exploration between teachers and students in depth.Let the teaching classroom produce the new thought collision and the confrontation again,thus again has discovered,expanded,has the innovation,promotes the classroom teaching unceasingly the generation and the development,In this process,teachers are the most stable in classroom teaching.The most lasting external factors of promotion.The wisdom in classroom teaching has a certain degree of influence on the teacher's individual development and classroom teaching quality.Chinese teachers are the key angle of classroom teaching theory and answer.Teachers of Chinese language are the active leaders of classroom answers.From the point of view of professional skills and professional knowledge,Chinese teachers are familiar with the structure of subject knowledge.In the course of classroom teaching,the students can generate deep knowledge and promote the students' Chinese subject accomplishment.Their understanding of classroom teaching and answering will directly affect the quality of classroom teaching.The improvement of efficiency.The research on classroom teaching principle and answer behavior of Chinese teachers in junior high school will be helpful for the reform of Chinese teaching to go out of the mode of "wear new shoes and follow the old way".Therefore,how does the classroom teaching principle answer of Chinese teachers play a role in teachers' classroom teaching? How students treat Chinese Teachers How to evaluate the teaching principles and the relationship between them have become the problems that need to be explored in classroom teaching.This research takes "the classroom teaching principle and answer behavior of Chinese teachers in junior middle school" as the main line,and follows the research approach of "reviewing and combing the existing research achievements-conducting empirical investigation and analysis-discussing at different levels-putting forward operational suggestions".First of all,referring to the relevant literature,the author summarizes the main research results and development trends of the classroom teaching behavior of Chinese teachers at home and abroad,and establishes the research questions and research ideas of this paper.This paper makes an empirical investigation on the classroom teaching principle and answer behavior of Chinese teachers in X junior middle school,and probes into the Chinese teachers' theory and practice in classroom teaching through the analysis of interview questionnaires.Thirdly,according to the latest research results of classroom teaching theory and empirical research conclusions,to explore the basic path suitable for the Chinese teachers in X junior middle school to improve their knowledge literacy in classroom teaching.Finally,According to the basic path,from the Chinese teachers' classroom teaching theory of answering behavior,The skills of classroom teaching and the mechanism of dialogue in classroom teaching are discussed in this paper.The main results of this study are as follows:(1)the main achievements of this study are as follows:First,this study mainly focuses on the hierarchical characteristics,hierarchical differences,data distribution of classroom observation,the dialogue process of classroom teaching theory and answer,and the effect of classroom teaching principle answer on X middle school Chinese teachers' classroom teaching principle answer,including the characteristics of hierarchy,hierarchy difference,the subject data distribution of classroom observation,the dialogue process of classroom teaching theory and answer.This paper makes an empirical study on the object of classroom teaching theory and the word frequency analysis of classroom teaching answer content.Through the analysis of the research results,it is found that there are three main aspects of classroom teaching theory answer for Chinese teachers in middle school.Question: Chinese teachers' own understanding of effective classroom teaching answers,There are differences in the cognition of the concept,the culture of answering in school hinders the effective development of the answer in classroom teaching,and the theory of Chinese teachers.Answer skills restrict the effectiveness of classroom teaching answers,and there is a dilemma of self-improvement.Secondly,based on the conclusions of the empirical study,this study makes a deep analysis of the structure of teachers' professional literacy and the transformation of teachers' teaching concepts.Put forward five operable suggestions: 1)set up the idea of "promoting teaching by learning",raise the awareness of "answer by reason"(2)fully set up rational answer,promote classroom generation of invigorating spirituality(3)grasp the skill of theory and answer,put forward five operational suggestions for the implementation of classroom teaching principle and answer for Chinese teachers in X middle school.Capture the generated wonderful 4)pay attention to the reflection of the answer,improve the maneuverability of the answer.5)refine the type of answer,build a deep dialogue.