Case Study On The Slice Diagnosis Of High School Geography Teachers' Classroom Teaching Behavior

The teacher is the main body of the classroom teaching behavior,and the teacher's teaching behavior directly affects the classroom teaching effect and the classroom goal.As a new type of classroom observation mode,teaching slice diagnosis aims to carry out professional,meticulous and in-depth observation of the classroom,promote teachers' self-reflection,optimize teachers' classroom teaching behavior and improve classroom teaching effect.The purpose of this paper is to construct an effective and suitable classroom teaching behavior slice diagnosis research model suitable for high school geography classroom observation based on the relevant theories of classroom teaching slice diagnosis mode,and apply it to geography classroom observation to seek a new geography.Classroom observation methods,improve geography classroom teaching,promote the professional development of geography teachers,promote geography classroom education research,and improve the geography classroom observation mode.Firstly,through literature research,the related researches on teaching behavior,classroom teaching behavior of geography teachers,and slice diagnosis mode of classroom teaching are sorted out and conceptually defined.Based on the theoretical basis and general practice process of the classroom teaching slice diagnosis mode,the high school geography classroom teacher teaching behavior is divided into six categories: classroom introduction behavior,explanation behavior,presentation behavior,questioning behavior,learning activity organization behavior,and class behavior.The observation system of high school geography teachers' classroom teaching behavior was constructed.Secondly,the diagnosis observation points of the specific behaviors of high school geography teachers' classroom teaching are clarified.Based on the observation and diagnosis requirements of high school geography classroom teaching behavior,the typical section diagnosis case study of high school geography teachers classroom teaching behavior is summarized,and the excellent typical examples of high school geography teachers' classroom teaching behavior are summarized.The characteristics of the characteristics,the lack of typical reasons,summed up the requirements of teaching behaviors with the characteristics of geography.Finally,combined with the typical slice diagnosis research conclusions of classroom teaching behavior,the six teaching behaviors of introduction behavior,explanation behavior,presentation behavior,questioning behavior,learning activity organization behavior,and class behavior are combined with the characteristics of geography,and the optimization of high school geography teacher classroom is proposed.The relevant strategies of teaching behavior provide specific improvement directions for classroom teaching of high school geography teachers.