Study On Classroom Teaching Behavior Of Primary School Science Teachers

The role of science in contemporary society is increasingly valued by people.It is not only a force that drives social progress,but also an essential quality for contemporary citizens.Primary school science courses play an important role in cultivating students’ scientific literacy.Science education is an important part of educate people,and it is the basis for upgrading the scientific quality of all citizens and building an innovative country.With the continuous strengthening of education reform,the introduction of scientific literacy,and the implementation of new science curriculum standards,the development of the primary school science curriculum in China has entered a new phase,and its disciplinary status is gradually improving.and the Ministry of Education stipulated that from 2017,elementary school science courses will be advanced to the first grade and not less than one class per week.This shows that national education has considered science courses as one of the primary subjects of primary schools.Science teachers as communicators of science curriculum have inseparable relationship between teaching behavior and classroom efficiency.However,there are many influencing factors in classroom teaching behavior,and the teaching activities between teachers and students is a complex behavior,what we focus on is often the obvious superficial behavior,and the most important thing is how teachers can present their teaching behavior to students in an optimal degree,so that students can maximize their own development.Therefore,this study takes the primary school science teacher in Shihezi City as the research object,and investigates the “ classroom teaching behavior ” as the main research content.It uses quantitative information-based interactive analysis systems(ITIAS)for quantitative statistics,and combines interviews and classroom observations from the classroom language.Structural analysis,teacher-student classroom sentiment analysis,classroom silence statistical analysis,and teaching technology use analysis are four dimensions to statistical analysis of the video lessons collected to understand the status of classroom teaching behavior of primary school science teachers,and to find out whether classroom teaching behavior is insufficient or Problems,with a view to provide primary school science teachers with reference to the optimization strategy and rationalization of recommendations.Through sorting and analysis of data,it was found that in experimental classrooms,teachers were able to use lectures rationally,avoiding the classroom being a teacher’s speech venue,and teachers’ questions being able to induce students to combine “hands-on” and “brains” in the inquiry process,in addition to using Teaching method,teachers can also effectively use multimedia technology to guide the demonstration;in the combined classroom,the emotional atmosphere between teachers and students is harmonious,teachers have a large number of questions,can promote the development of the classroom.However,there are still some deficiencies in these two types of courses.These deficiencies are both the same and different: First,in both types of classes,teachers have neglected the positive reinforcement effect of feedback and evaluation,students are unable to obtain Positive feedback in a timely manner reduces the desire for learning;there are more “silences” in classroom teaching,and classroom efficiency is greatly reduced,The teacher’s teaching philosophy has not become a strong support for his teaching behavior.Second,in experimental classrooms,teachers have few questions,which is not conducive to students’ in-depth thinking and training for innovative thinking;experimental exploration is in a form,teachers do not really grasp the key points of inquiry,and only pay attention to the accuracy of experimental results.Ignoring the significance of the inquiry process.Third,in the combined classroom,teachers frequently use tedious "learning" and "instruction" behavior led to direct control of the classroom tendency;teacher questioning quality is not high,often there is no sense of closed issues and no contact with the continuity of the problem;There is less interaction in the classroom and students’ thinking and communication are limited.Based on the above deficiencies,this paper proposes the following improvement strategies and suggestions: 1.Countermeasures of common problems: 1.Use multiple positive evaluations to encourage students to awaken students’ desire for knowledge;2.To control the general direction of the classroom and improve The ability to adapt spontaneously;3.Building a bridge between teaching concepts and teaching behavior.Second,Countermeasures of different problems:(I)for the improvement of experimental classroom strategies.1.Take a proactive approach to inducement;2.Emphasis on the process of inquiry to foster student innovation;3.Improve the ability of teachers to explore science and learn to formulate different standards of inquiry.(II)Improvement strategies for integrated classrooms: 1.Pay attention to guide students to explore learning and develop scientific attitudes;2.Improve quality questions and avoid meaningless teaching;3.Focus on student discussion and communication.Finally,we point out the shortcomings of the present study and put forward the research prospects for the content of the research and the problems found.