Research On Classroom Teaching Behavior Of Famous Biology Teachers In High School

In the context of the new curriculum reform,the success or failure of the curriculum reform is closely related to teachers' classroom teaching behaviors.At the same time,improving teachers' classroom teaching behavior is extremely important to promote the reform and development of basic education.To this end,the Ministry of Education has issued a variety of teacher training plans,including learning from famous teaching master,namely learning high-quality classroom teaching behavior from famous teachers.What are the characteristics of that famous teacher's classroom teaching behavior,and what are worth learning by young teachers? In order to explore the high-quality classroom teaching behavior of famous teachers,this thesis,using the literature survey method,classroom observation method,classroom text recording method,qualitative and quantitative analysis method combined,and interview method,conducts an in-depth study on the classroom teaching behavior of a famous teacher in a province,teacher S.In order to study teacher S's classroom teaching behavior,observation for one semester was conducted,which included three types of lesson: new theoretical class,new experimental class,exercise evaluation class,and his performances on these classes were recorded at the same time.In addition,in order to highlight the unique classroom teaching advantages of teacher S,the study on two other front-line teachers in the same grade was also carried out simultaneously.Finally,the classroom materials obtained will be used to analyze the characteristics of teacher S's classroom teaching behavior from both quantitative and qualitative aspects,and to gain the corresponding teaching experience and inspiration from them.Based on the iFIAS analysis system and the actual classroom teaching,this study improved the classroom teaching behavior scale,which was then used as a standard to quantitatively analyse and compare three types of classroom teaching behavior under different class types,namely,the teacher S base class(class A)and experimental class(class B),and teacher C base class(class A),teacher D base class(class A),and all of this was conducted under the-same-content and different-teaching-structure principle.Through comparative analysis,four characteristics of teacher S's classroom teaching behavior were found.First,the fostering of students at different levels and different grades is flexible and and teaching is in accordance with each student's aptitude;second,the teaching language is more diverse than other teachers;third,paying more attention to students' classroom participation;fourth,he pays more attention to the cultivation of student's good quality.In the qualitative analysis,using the method of text transcription,one representative lesson was selected from each one of teacher S's three class types respectively,and the actual teaching methods contained within them were analyzed in detail.Through analysis,it was found that five characteristics in the new theoretical teaching of teacher S were contained,namely clear teaching logic,prominent difficulties,diversified methods,good question skills and guidance,and respect for students;In the new experimental teaching,he is good at summarizing and observations and imposes strict requirements on students;in the exercises assessment class,he is good at in-depth summarization,linking life with science for practical use,and guiding students to analyze the essence of the problem.Based on the qualitative and quantitative analysis and interviews,it has found that teacher S's classroom teaching mainly includes characteristics of two aspects: ingenious teaching design and emphasis on the personal development of students.As to teaching design,teacher S's teaching is hierarchical,diversified,and life-oriented;as to student development,attention is paid to improve the inspiration of students' thinking,the use of knowledge,and strict self-management.From research on the classroom teaching of teacher S,it is found that young teachers or prospective teachers can improve themselves in four aspects.First,grasp the integrity of knowledge and grasp the logical connection of knowledge;second,carefully design teaching and try to think about the class teaching;third,pay attention to student development and cultivate students' learning skills and thinking skills;fourth,think hard and be good at observation.