A Case Study Of The Answering Behavior Of Junior Middle School Chinese Teachers In Shandong Province

Teacher’s classroom answering behavior refers to the teacher’s immediate response and processing after students answer questions,which is an important part of classroom answering.The classroom answering behavior of teachers is of great significance to the acquisition of students’ knowledge,the professional development of teachers and the improvement of classroom efficiency.At present,the research on classroom answering behavior is not enough to meet the needs of practice.As a major province of education in China,junior high school students in Shandong Province are faced with great pressure to enter a higher school.Under this background,how do teachers conduct class answering and what are the special features that arouse the author’s attention and interest.Therefore,this study focuses on the classroom answering behavior of junior middle school Chinese teachers and hopes to investigate the status quo of classroom answering behavior of junior middle school Chinese teachers in Shandong province,analyze its advantages and disadvantages,and find out feasible strategies to improve the efficiency of classroom answering.In order to explore the status quo of classroom reasoning behavior of Chinese teachers in junior high schools of Shandong province,this study selected six Chinese teachers from grade 7 to grade 9 in L middle school of Shandong province as subjects.The methods of classroom observation,interview and questionnaire were adopted,and the data and materials obtained were further sorted out and analyzed.This paper is a case study on classroom reasoning behavior of Chinese teachers in junior middle schools in Shandong province.It consists of five parts:In the first part,the relevant literature is sorted out.Trough analyzing the research status at home and abroad,it briefly expounds the purpose and significance of the research.Secondly,with the relevant concepts of the research defined,the research methods,ideas and innovations of the research are finally determined.The second part is overall analysis of junior middle school Chinese teachers’ classroom reasoning behavior.It analyzes the verbal and nonverbal reasoning behaviors of L middle school teachers and their effect,then it objectively understands the present situation of L middle school Chinese teachers’classroom reasoning behaviors,and expounds the special comprehensive reasoning behavior and irrational behavior formed tacitly between teachers and students.The third part is a comparative study on the classroom reasoning behavior of Chinese teachers in L middle school.Through classroom observation and interview,this paper makes a comparative study of six junior middle school Chinese teachers,and analyzes the differences of reasoning behaviors of teachers from three dimensions:novice teachers and skilled teachers,male teachers and female teachers,and seventh grade,eighth grade and ninth grade teacher.The fourth part is the analysis of the advantages and disadvantages of the classroom answering behavior of Chinese teachers in L middle school and the influencing factors.Combined with the status quo of classroom answering,the classroom record of Chinese teachers in middle school and the interview with teachers,it summarizes the advantages of the classroom answering behavior of Chinese teachers in middle school and finds out its shortcomings.This paper analyzes the influencing factors of middle school Chinese teachers’ classroom reasoning behavior from four aspects:teacher factor,student factor,class factor and other factors.The fifth part is the improvement strategy of middle school Chinese teachers’ classroom answering behavior,and puts forward suggestions for improvement,such as improving teachers’ answering awareness,paying attention to answering reflection,etc.,thus promoting the improvement of middle school Chinese teachers’ classroom answering behavior.