Research On The Behavior Management Of Junior English Classroom Teaching Based On Group Behavior Theory

Middle school English education is an important component of the national basic education cause.So,to do a good job in middle school English education,it is necessary to strengthen the construction of middle school English teachers’ team and carry out educational research,which also drives a series of research on the professional development of middle school English teachers.The English classroom,as the main battlefield for English teachers to carry out teaching activities,is also the main place for students to learn,and is the main platform for teaching and educating people.The management of middle school English classroom teaching behavior has always been an unavoidable problem that troubles English educators.The dual contradiction between middle school English classroom teaching behavior management and the teaching concepts advocated by the new curriculum reform is widely present in daily classroom teaching,affecting the improvement of teaching efficiency of middle school English teachers and the improvement of learning efficiency of middle school students.The universality and negativity of behavior management issues in middle school English classroom teaching enhance the necessity and urgency of studying it.Therefore,this study takes G Middle School in Nanning City as an example to focus on exploring the management of classroom teaching behavior in middle school English.The main research methods of this study are literature analysis,survey research,and case study.First of all,through the collection and sorting of literature related to junior high school English classroom teaching behavior,junior high school English classroom teaching management and so on,the group behavior theory in organizational behavior was determined as the theoretical basis of the study,and research and analysis were carried out.Then,taking English teachers from G Middle School in Nanning City as the survey subjects,we conducted in-depth investigations and analysis on the classroom teaching behavior management of sample teachers.We deeply understood the current situation of the three dimensions of middle school English classroom teaching management behavior,learning management behavior,and teaching interaction management behavior.Based on the collected data,we analyzed and summarized the existing problems,analyzed the reasons for the problems,and proposed corresponding strategies.Through careful analysis of the data collected through classroom observations and interviews,it has been concluded that there are currently practical dilemmas in the management of middle school English classroom teaching behavior,such as inadequate understanding of teaching management concepts,singular management methods for learning,and limited use of teaching interaction types.In response to the above issues,the reasons for the above problems were analyzed,including a lack of guidance in teaching management concepts,a lack of assessment in learning management guidance,a lack of knowledge in teaching interactive management,factors such as teachers’ inherent educational concepts,inadequate guidance from education departments,schools,and English teaching research groups,and a lack of relevant guidance,training,supervision,and assessment.In response to the reasons for the above problems,the author proposes optimization strategies for the management of classroom teaching behavior in junior high school English.Firstly,the education department should strengthen the guidance of teaching management concepts,schools and teaching research groups should strengthen publicity and guidance,and English teachers should actively update their educational concepts to strengthen the guidance of teaching management concepts for English teachers;Secondly,schools and research groups should strengthen training guidance,improve supervision and assessment,and strengthen the management,guidance,and assessment of English teacher learning.Finally,enhance the flexibility of teacher training,improve school-based teaching and research related guidance,and enrich the knowledge of English teacher teaching interaction management.Through this study,we aim to enrich the theoretical research on the management of classroom teaching behavior in junior high school English,provide some reference for the study of professional development pathways for junior high school English teachers,and also provide certain reference for the study of professional development pathways for teachers in other disciplines.