A Survey On Effective Classroom Teaching Behavior Of English Teachers In Senior High Schools

With the development and integration of the world economy,the competition between countries is becoming more and more fierce,and the competition between countries is also the competition for talents.In order to cultivate more outstanding talents,improve the effectiveness of teachers’ teaching,change teachers’ teaching concepts and improve teachers’ teaching behavior,it becomes particularly important.In recent years,with the reform of basic education,many traditional teaching concepts have changed.In order to realize the all-round development of students,it is necessary to optimize the classroom teaching behavior of English teachers.With the implementation of the new English curriculum reform in recent years,China has made many beneficial achievements in English teaching research,but the research on English teachers’ effective classroom teaching behavior is not rich enough,so it is very necessary and urgent to study the effectiveness of teachers’ classroom teaching behavior.This study takes the classroom teaching behavior of senior high school English teachers as the research object,combines with the literature,based on the mastery learning theory and social interaction theory,and investigates the classroom teaching behavior of a senior high school English teacher in Luoyang by questionnaire and interview,with the aim of providing improvement strategies for the problems existing in the classroom teaching behavior of senior high school English teachers,so as to improve the effectiveness of classroom teaching.It aims to explore two issues:1.What is the current situation of effective classroom teaching behavior of English teachers in senior high schools?2.What are the factors that affect the effective classroom teaching behavior of English teachers in senior high schools?It is found that the current classroom teaching behavior of high school English teachers is in the presentation behavior,dialogue behavior,guidance behavior and classroom management behavior of high school English teachers,the classroom teaching behavior of senior high school English teachers can promote students’ English learning,and most of the teaching behaviors are effective.However,this study will start from some inefficient behaviors in teaching behavior to solve practical problems: poor quality of classroom questioning,excessive reliance on multimedia,lack of classroom discussion,nonstandard classroom language and lack of methods to attract students’ attention.Teachers’ knowledge literacy,ability literacy,education and teaching concept under the background of new curriculum reform are the main factors that affect the effectiveness of teachers’ classroom teaching.Based on the above research results,this paper puts forward two teaching suggestions: from a macro perspective,teachers should have firm teaching beliefs and improve their awareness of autonomous learning and practical operation ability;From the microscopic point of view,teachers should pay attention to the behavior of telling,asking questions,guiding,paying attention to classroom language and praising more in class.Strengthening teachers’ knowledge and ability accomplishment,strengthening cooperation with other educators in teaching behavior and self-teaching reflection are important ways to improve the effectiveness of teachers’ classroom teaching behavior.