A Study On Senior High School Teachers' Classroom Teaching Behavior As Indicated In High-quality English Classes

The current implementation of our English teaching with the new curriculum has entered a new period of development,and at this time to improve the classroom teaching behaviors of English teachers is to promote the professional growth of teachers and to meet the needs of the development of the new curriculum reform.By studying teachers' classroom behavior at home and abroad,it is not difficult to find that domestic and foreign scholars have made many achievements on classroom teaching behavior.However,the study of senior high school teachers' classroom teaching behavior in high-quality English classes is still rare,and the research on the high-quality classes can promote the professional development of teachers and curriculum reform.In this case,under the guidance of the theory of constructivism,the author takes Shi Liangfang and Cui Yunkuo(1999)'s classification of teaching behavior as standard to make classroom observation scales to classify and observe the four main teaching behavior from the selected high-quality class video including presentation behavior,dialogue behavior(question-and-answer behavior and discussion behavior)and guidance behavior.The thesis aims to answer the following questions: 1)In terms of presentation behavior,dialogue behavior(question-and-answer behavior and discussion behavior)and guidance behavior,what are the characteristics of senior high school teachers' classroom teaching behavior in high-quality English classes? 2)What are the problems existing in the teacher's teaching behavior in reality? 3)What implication can we obtained by studying the senior high school teachers' classroom teaching behavior in high-quality English classes? The results of the research are as followed:1)The teacher's spoken English is good.The entire class is taught in Englishfrom beginning to end.The teacher's English pronunciation is accurate and clear.The teacher's narration is organized and the time or frequency of narration is well controlled.The way of lead-in was diversified,which increased the interest of the class and attracted the attention of the students.In these excellent teachers' classrooms,teachers and students interact frequently.Teachers prepare carefully for designing questions,and the students are provided with equal opportunities and a certain amount of time.The students are guided by teachers step by step when answering questions,and they were also given positive evaluation timely.During the process of discussion,there are both teacher-student interaction and interaction between students and students.Most teachers supervise students' discussion.During this period,they walk among students to listen and observe,and give certain students proper guidance and help.Guidance is given to the students during the process of autonomous learning,peer learning,and group learning.2)According to the interviews of the five teachers and the classes observed during the internship,the author find out that there are still many problems in the actual class compared with these 30 high-quality classes.Firstly,most of the teachers in reality use inefficient pet phrases unconsciously or spoke Chinese,Secondly,repetition is another problem.Many teachers in reality like to repeat what they just have said,and this kind of behavior wastes much time in classroom teaching.Thirdly,teachers depend on multimedia too much instead of blackboard writing.Fourthly,many teachers ask questions from time to time with randomness.What's more,the opportunity of answering questions is unequal.Fifthly,teachers' guidance is not enough in the process of autonomous learning,peer learning,and group learning.3)According to the above problems,and the observation of high-quality teachers' teaching behavior,the author draws the following pedagogical implications: Teachers should improve the quality of the oral English,because the quality of English teachers' language plays an important part in students' English learning.It is also necessary to control teachers' talking time and spare more time for students to talk.Teachers should know how to use multimedia properly.They should improve the effectiveness of content in the PPT.Besides,blackboard writing also shouldn't be ignored.In orderto guide students to think and explore and activate students' thirst for knowledge,teachers should add more open questions to the total questions in the process of both question-and-answer and discussion.Students should be given equal chances in the class.What's more,in order to build students' confidence in learning English,whether student's answer is right or not,positive feedback from teachers is needed.During the process of autonomous learning,peer learning,and group learning,teachers should give the students guidance timely.