Research On The Classroom Teaching Behavior In The Cultural Teaching Of Primary English

New Curriculum Concept puts forward that we should take students’ comprehensive language proficiency in the English teaching of the primary level into special consideration.In order to realize students’ actual language communication and application,we should put the cultural contents in an indispensable position.It is an important factor for the mastery of cultural knowledge and the level of intercultural communication awareness and competence to judge whether the current students really learn a language or not.As a result,the cultural teaching in a class is essential.Through combing the essays related to cultural teaching,we found that the current researches of this area are mainly in the following two aspects.The first one is the research on the importance of cultural teaching.This field makes a general introduction to the relationship between language and culture and aim of communication.The second one is the survey on the current situation of cultural teaching and the corresponding strategies and suggestions.In the aspect of strategy,it generally requires teachers to focus on situation,experience and participation in the cultural teaching.The research on the classroom observation in English cultural teaching is inadequate,and the study on the primary English cultural teaching taking teaching behavior as the breakthrough point is more scarce.However,the analysis of teaching behaviors based on the classroom can help us grasp the current characteristics of English culture teaching more objectively and accurately.Therefore,this study focuses on elementary school English culture teaching classrooms in real situations,analyzes classroom teaching behaviors from four dimensions,and quantifies teaching practices.Thereby,this study summarizes its characteristics and analyzes the existing problems,and proposes strategies to promote the optimization of teachers’ teaching behaviors,in order to form high-quality English culture teaching in elementary school.Aimed at New Curriculum Concept ’s requirements in cultural teaching,this research learns from corresponding behavior researches,divides the research dimension into four aspects which are teaching structure,teaching methods,teaching environment and classroom teaching,selects eight classes’ real-time videos as the class examples from one section of the National Educational Resources Public Service platform," one teacher has one excellent course,and one lesson has one famous teacher " activity,and classifies the lesson examples by video encoding(one encoding node every 3 seconds)into behavioral categories.This paper then uses the TBAS classroom teaching behavior analysis system and the S-T teacher-student behavior analysis method for quantitative analysis,and combines detailed observation of classroom recordings for in-depth analysis,so as to explore the current situation of teaching behavior of English culture teaching,discover the current situation and problems of culture teaching today,and put forward actionable suggestions with theoretical basis.The results of the study are as follows.(1)The basic structure of the classroom is that the teacher leads the classroom and the students are the main body of the classroom.(2)Teachers’ direct instructional behaviors are frequent and their questioning behaviors are to be improved.(3)Students’ active questioning behavior is insufficient,and their subjectivity is not sufficiently developed.(4)The teachers’ multimedia technology is reasonably used,but the students’ multimedia technology is not sufficiently played.(5)The teaching generally presents a mixed teaching mode,and teacher-student interaction needs to be strengthened.According to the above conclusions,this paper puts forward the following suggestions for teachers to learn from.First,teachers should learn new teaching concepts and improve their understanding of the connotations of the changes in English culture teaching;second,teachers should optimize classroom teaching design to guide students’ participation in experiencing culture;third,teachers need to improve classroom questioning behaviors to promote students’ thinking development;fourth,teachers should reasonably apply information technology to assist students’ understanding of cultural connotations;and fifth,teachers should innovate culture teaching models to form personalized and diverse teacher-student interactions.