Research On Teaching And Learning Behavior Of Junior High School High-quality English Classes Based On Deep Teaching

In recent years,under the background of education and teaching reform,improving teaching quality has become one of the priorities of education work.And classroom teaching behavior is a key factor affecting the quality of classroom teaching.Therefore,the importance of studying classroom teaching behavior is self-evident.After more than ten years of development,the concept of deep teaching has gradually become an important teaching concept to improve the quality of classroom teaching and promote the reform of classroom teaching.The classroom teaching behavior under the concept of deep teaching has certain exploration value and research significance.Based on the concept of in-depth teaching,this research studies the current situation of classroom teaching behavior in junior high school English high-quality classes,and on this basis,puts forward relevant suggestions for front-line teachers to optimize classroom teaching behavior.First of all,this study defines "deep teaching," "classroom teaching behavior," and "classroom teaching behavior under the concept of deep teaching".Secondly,Under the guidance of deep teaching concept,the analysis framework of classroom teaching behavior is sorted out.Then,based on the analysis framework,a graded observation table is prepared,and the quality of the table is checked for the consistency of raters.On the premise of ensuring the quality of the observation table,the classroom teaching behavior is analyzed.This research selects 12 provincial-level high-quality courses in J province,uses the grade observation table to rate each dimension’s classroom teaching behavior,and deeply analyzes the course cases.From the above analysis,the following research results are drawn: 1.In terms of knowledge structure:(1)Teachers pay attention to the multidimensional of knowledge and the richness of resources;(2)Teachers pay attention to mining the value and meaning of knowledge;(3)Teachers pay attention to knowledge connection and structure.2.In the aspect of situation creation:(1)Teachers create real teaching situations based on the actual life of students;(2)Teachers pay insufficient attention to knowledge culture and ignore the cultural attributes of knowledge.3.In terms of student development:(1)Teachers encourage students to express their emotions,attitudes and values;(2)Teachers pay attention to the improvement of students’ awareness of problem-solving and ignore the cultivation of students’ critical thinking.4.In terms of knowledge application:(1)Students actively participate in class discussions,and their verbal expression is highly motivated;(2)Students are logically clear in their written expressions,and their writing works are of high quality.5.In terms of students’ subject:(1)Teachers respect students’ subject status and pay attention to students’ interest in learning;(2)Teachers pay attention to students’ learning status and answer students’ doubts in a timely manner.Based on the above analysis,this study concludes the following five conclusions:(1)Teachers in quality classes can present knowledge in a mufti-dimensional,in-depth and structured manner;(2)Teachers in quality classes attach importance to the creation of real situations and ignore the cultural attributes of knowledge;(3)Teachers in quality classes value students the development of emotional attitudes ignores the cultivation of critical thinking;(4)Students in quality classes are highly motivated to participate in classroom teaching and dare to express their personal opinions;(5)Teachers in quality classes respect students’ dominant position and pay attention to the status of all classmates.Based on the above research conclusions,five targeted suggestions are put forward,and the shortcomings in the research are summarized,and the future research directions are prospected.