The Study On The Effectiveness Of Classroom Teaching Behavior Of Primary School English Teachers Based On Professional Identity

Primary school English teachers are the designers and implementers of primary school English classroom teaching activities.The effectiveness of primary school English teachers’ classroom teaching behavior determines the teaching quality of English classroom and affects the growth and development of students.The key to building a high-quality primary school English classroom is to improve the effectiveness of primary school English teachers’ classroom teaching behavior.Professional identity is the internal driving force to promote primary school English teachers to excel and improve the effectiveness of English classroom teaching behavior.Positive professional identity helps primary school English teachers to improve the effectiveness of classroom teaching behavior and improve classroom teaching efficiency.On the contrary,negative professional identity will reduce the effectiveness of primary school English teachers’ classroom teaching behavior and hinder their growth.In recent years,many scholars have explored the connotation,evaluation standards and improvement strategies of the effectiveness of teachers’ classroom teaching behavior from different perspectives,with fruitful research results.However,the previous research only stays at summarizing and describing the effectiveness of teachers’ classroom teaching behavior,and lacks the exploration of deep-seated problems and causes.At present,few scholars combine the effectiveness of teachers’ classroom teaching behavior with teachers’ professional identity,and the research on the influence of primary school English teachers’ professional identity on the effectiveness of classroom teaching behavior is even more blank.The samples of the study are from different types of primary schools in Yanta District of Xi’an.The purpose of the survey is to know the influence of the professional identity of English teachers on the effectiveness of teachers’ classroom teaching behavior.The elements of primary school English teachers’ professional identity and the effectiveness of teachers’ classroom teaching behavior are analyzed in depth,so as to find out various problems which lead to the low efficiency of teachers’ classroom teaching behavior.Finally,according to the analysis results and the actual situation,the upgrade strategies are proposed to improve the effectiveness of the classroom teaching behavior of primary school English teachers in Yanta District,which provides valuable reference and beneficial guidance for promoting the reform and development of primary school English classroom teaching in the region.The study uses interviews,self-compiled questionnaires,case analysis and other research methods to investigate primary school English teachers in 50 schools in Yanta District,Xi’an,and communicated with 10 representative primary school English teachers to explore the relevant relationship between the professional identity of primary school English teachers and teachers’ classroom teaching behavior.The survey shows that there is a significant positive correlation between teachers’ professional identity and the effectiveness of teachers’ classroom teaching behavior,and teachers’ professional identity is an important factor affecting the effectiveness of teachers’ classroom teaching behavior.The study found that the main problems of English teachers in Yan ta District,Xi’ an city are as follows: classroom introduction fails to create suitable learning situations for students;classroom teaching fails to provide a good atmosphere for learning;classroom questioning fails to consider students’ cognitive structure and cognitive level;classroom feedback fails to stimulate students’ awareness and ability of self-controlled learning;novice teachers lack the ability and experience to control classroom teaching behavior.The above problems reduce the effectiveness of primary school English teachers’ teaching behavior,and seriously affect the quality of primary school English education.The causes for the problem are many,from the perspective of teachers’ professional identity it can be sumed up as the following aspects:primary school English teaching has not carried out the concept of promoting students’ comprehensive and individual development;the teachers failure to fully understand the value and significance of primary school English teaching to students’ development;novice primary school English teachers have a low awareness of professional characteristics;English teaching failure to respect the personality and English learning characteristics of primary school students;primary school English teachers willing to teach and care for students are not deep enough.Aiming at the problems existing in primary school English teachers’ classroom teaching behavior in Yanta District,Xi’ an,and according to the influence of teachers’ professional identity on the effectiveness of teachers’ classroom teaching behavior,this study puts forward some strategies to improve the effectiveness of teachers’ classroom behavior from the perspective of teachers’ professional identity: emphasize the improvement of novice teachers’ classroom teaching ability;strengthen teachers’ understanding of the value of English subject;diversified evaluation and feedback should run through the classroom teaching process;observe with the requirements of primary school English teaching and improve the effectiveness of classroom teaching behavior;carry forward the fashion of respecting teachers and valuing education,and shape the fine personality style of primary school English teachers.