| With the emergence of "teacher-oriented and student-oriented" new curriculum teaching concept,China’s demand for teacher professionalization is getting higher and higher.The explicit part of teacher’s specialization is the teacher’s teaching behavior,and the teacher’s teaching behavior plays an important role in the teaching efficiency of the teacher and the improvement of the student’s academic level.Therefore,the main teaching behavior of teachers in the classroom becomes more important.Shi Liangfang and Cui Yunhuo named the teachers tasching behavior which occured in the class —“main teaching behavior“.the main teaching behavior includes presenting behavior,dialogue behavior and guiding behavior.The study of this paper is restricted to the behavior of teachers.The act of the main teaching behavior can not only help teachers to successfully complete teaching activities,but also enable students to learn new knowledge and improve students’ learning ability in a relaxed and pleasant atmosphere.At present,the research on classroom teaching behavior of ordinary schools in China has been abundant,but there are few studies on the main teaching behaviors of teachers in the school for mentally children.On the basis of planned behavior research theory,this study uses the questionnaire survey method,interview method,composed by mentally children school teacher’s classroom teaching behavior questionnaire mentally children school for teacher’s classroom teaching behavior interview outline,there are 36 different disciplines,teaching age span for 1-29 years’ teachers in the mentally children school.we will research there classroom teaching behavior,mainly analyzed the multi-leve reazons which affect the society-adaptation school teachers classroom teaching behavior,optimized improvement Suggestions for teachers’ classroom teaching behavior,promote the mentally children schools teachers’ classroom teaching mainly behavior standardization development.Through research and investigation,I abtain the conclusions are as follows:1.The teacher tells the accuracy of speech,but there is a problem of tell flow interruption and tell ambiguity;The awareness of the teacher’s pre-designed blackboard writing needs to be improved,and the form of blackboard writing is not accord with the mentally school students’ cognitive features,and the use of chalk is monotonous.The teachers use the multimedia in low frequency and the ability of design the PPT needs to be improved.2.The articulation of the questions in the interlocution is still to be improved,and the time to answer the question needs to be further managed,the teacher inquired the answer is limited,the method is simple and negative,and the question is asked less.The discussion of behavior have became a mere formality,but the teachers in the school for mentally children have concluded after the discussion.3.In practice,the teachers guiding students too much,the teachers unsuitable timing of guidance,uneven distribution of teachers guidance time,and they didn’t set up independent practice routines.In view of the above situation,this study puts the following Suggestions:.1.Strengthen the training of teachers’ teaching skills and improve the quality and ability of teachers.2.Optimize the parents’ classroom behavior and provide support for the optimization of teachers’ teaching behavior;3.strengthen self-efficacy Actively.and enhance professional identity;4.Improve the evaluation system of teachers’ abilities and pay attention to the evaluation of teachers’ abilities;5.Establish classroom teaching behavior norms and provide basis for the optimization of classroom teaching behavior;... |
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