A Study On The Effective Teaching Behavior Of Chinese Language Teachers In Junior Middle Schools In Lhasa City

To understand the effectiveness of the current junior middle school Chinese language teacher's teaching behavior Lhasa,we respectively from gender,age,nationality,educational background,professional,and the degree of knowledge of,a total of seven dimensions of teachers' teaching grade 10 class classroom teaching behavior-"teaching,organize class discussion,asking questions,adaptive teaching,create a classroom environment,motivation,use nonverbal means,classroom management,teaching time,management operations" has carried on the variance analysis.The research results show that the Lhasa city junior high school Chinese language teacher's effective teaching behavior in nationality,age,educational background,professional,who teaches grade and knowledgeable extent,there exist significant differences.Tibetan teacher's effective teaching behavior is higher than han Chinese teacher's effective teaching behavior;"40-49" phase of the teacher's effective teaching behavior is significantly higher than "30-39",teacher's effective teaching behavior;Bachelor's degree in teacher's effective teaching behavior is significantly higher than associate degree,teacher's effective teaching behavior,associate degree,teacher's effective teaching behavior is significantly higher than high school or technical secondary school degree in teacher's effective teaching behavior;"Professional" in Chinese teacher's effective teaching behavior is significantly higher than "professional" Chinese teacher's effective teaching behavior;"Knowledge" teacher's effective teaching behavior is significantly higher than "knowledge is not" teacher's effective teaching behavior;Ninth grade teacher's effective teaching behavior is significantly higher than Seventh grade teacher's effective teaching behavior.Based on this,puts forward the following Suggestions: give full play to the principal in the leading role of "effective teaching" implementation;Implementation of the "learner centered" education in class teaching;Build a "classroom teaching evaluation system based on learning";Form "teaching reflection" habit,promote the teachers' professional level and ability of ascension;Increase the rate of Chinese language teachers' professional counterparts,and education,form the habit of reading;...