Research On Teacher’s Teaching Behavior In English Subject Of Junior Middle School Based On Video Analysis

With the rapid development of information technology,using teaching videos to observe and analyze teachers’ teaching behavior,it has a positive effection to test the quality of classroom teaching,and improve teacher knowledge and skills.Previous studies have shown that teachers’ teaching behavior,as an important part of education research,is poorly in discipline-specific research,and there are few explorations into the development of English teachers’ teaching behavior,the optimization and upgrading of knowledge structure in different stages of discipline.Therefore,this study uses video analysis method and NVivo 11 qualitative analysis tool to objectively describe the rules and characteristics of English teachers’ teaching behavior in junior middle school by introducing quantitative data from teaching video into the Excel,then it puts forward suggestions and strategies to optimize English classes and teaching behavior.This study mainly carries out the following work.Firstly,constructing the coding system of teachers’ teaching behavior,coding systemthe of English Technological Pedagogical Content Knowledge(referred as to E-TPACK);Secondly,analyzing the proportion of teaching duration and structure of English teachers’ teaching behavior,exploring the relationship between English Teachers’ Teaching Behavior and E-TPACK structure elements.The results show that the presentation behavior and dialogue behavior occupies the highest proportion,and the structure of E-TPACK is the best used by teachers in these two kinds of teaching behaviors.Technological Knowledge and Content Knowledge are relatively important and highly related to teachers’ teaching behavior.From the research,the conclusions are as follows.First,the teachers’ verbal narration is often accompanied by a variety of means to assist teaching explanation,which results in the effectiveness of teaching behavior because of technology.Second,the level of Pedagogical Knowledge is not high,and the design of teaching activities is not inspiring and innovative.Third,the teaching instruction is more,the teacher is dominant,the teacher-student interaction behavior is close to zero.Fourthly,E-TPACK structural elements for middle school English teachers have behavioral contextuality.According to the above conclusions,this study provides targeted strategies and suggestions from the perspective of teachers’ teaching behavior and E-TPACK improvement,such as innovativing teaching design,developing question-answer and discussion,and reasonable teaching guidance,updating E-TPACK thinking integration,with a view to optimizing English teachers’ teaching behavior and improving teachers’ professional development and teaching ability.