Investigation And Study On Classroom Teaching Behavior Of High School English Teachers In Wanzhou Distric

Classroom teaching behavior is an important factor affecting the quality of classroom teaching,and is the basic condition for realizing curriculum concept and implementing curriculum reform.Classroom is the main place for students to learn,and the learning effect is directly affected by the classroom teaching effect.One of the direct factors affecting the English classroom teaching effect is the English teacher’ s classroom teaching behaviors.This research,under the theoretical framework for the curriculum expert’s classification of teachers’ main teaching behaviors in class,put forward by Professor Shi Liangfang(1999),used the research methods of record observations and interview to analyze the teacher’s teaching behaviors.The aim is to make clear the current situation and problems of the main classroom teaching behaviors of high school English teachers in Wanzhou,conduct a sub-study of three main teaching behaviors,namely presentation behavior,interaction behavior and guidance behavior,and propose corresponding improvement strategies to improve teaching effectiveness.This study refers to three main teaching behaviors: presentation behavior,interaction behavior and guidance behavior.Based on the Constructivism Theory,classroom observation and interview were used to investigate the main teaching behaviors of teachers.It attempts to answer the following three questions:(1)What is the current situation of classroom teaching behavior of high school English teachers in Wanzhou?(2)What are the problems of English teachers’ classroom teaching behavior in Wanzhou?(3)How to improve the problems of classroom teaching behavior of high school English teachers in Wanzhou?The study found that the specific performance of senior high school English teachers in presentation behavior(mainly teachers’ narration and blackboard writing),interaction behavior(mainly questioning behavior,discussion and praise behavior)and guidance behavior(mainly reading guidance behavior)were conducive for the promotion of students’ learning.The result of this study shows: the teachers’ teaching behaviors have changed in the following respects: The teacher-entered phenomenon was reduced,and the teachers’ narration was more concise and clearer;blackboard writing was more timely and effective;questions were clearer for students to follow;feedback and summaries were provided in a timely manner;the design of discussion topics conformed to the students’ cognitive development level and the actual life.However,from the observation results,it is also found that there is a gap between the real situation in class teaching behaviors and ideal class teaching behaviors,and there are still some areas that need to be improved in the current teachers’ teaching behavior:(1)The teachers are proficient in the arrangement of the narration time;(2)classroom discussion is more formalized than real discussion;(3)the quality of classroom questioning cannot meet the expectation;(4)praising skill should be improved;(5)In-classroom reading guidance is not specific enough.According to the current situation of English teachers’ classroom teaching behavior in senior high school,the author puts forward some overall strategies to enhance teaching behavior concepts and some specific and feasible implementation strategies as well.