Research On Diagnosis And Optimization Path Of Information Technology Teachers’ Teaching Behavior In Rural Junior High School

With the rapid development of the information technology society at the present stage and the promulgation of the Curriculum Plan and Curriculum Standards of Compulsory Education(2022 Edition),as well as the deep integration of information technology curriculum and teaching,information technology curriculum has become a compulsory course in junior high school and an indispensable skill for students in their future study and life.Rural education is also an indispensable part of the implementation of the rural renewal plan.However,at present,there are still some problems in the information technology classroom of rural junior middle schools in China.This study mainly takes X rural junior middle school in Y City,Ningxia Hui Autonomous Region as an example,and analyzes the current situation and existing problems of the information technology teachers’ teaching behavior in rural junior middle schools by studying their classroom teaching behavior and classroom interaction.On this basis,the optimization strategy is put forward and the practice is carried out,which also provides reference experience for the information technology teachers in rural junior middle schools.This study mainly focuses on the following three parts.Firstly,the author searched the literature related to the classroom behavior of IT teachers in rural junior middle school,and then summarized the existing research results.Secondly,the author observed the teaching behavior of information technology teachers in X rural junior middle school in Y City,and the current situation and existing problems of information technology classroom in X rural junior middle School in Y City are analyzed by combining the transcripts of three classes,relevant data analysis and interviews with teachers,and the problems existing in teachers’ classroom teaching behavior are diagnosed and analyzed.Finally,due to the particularity of information technology courses compared with other required courses,it is necessary to carry out actual computer operation after learning relevant theoretical knowledge,so task-driven method is used to optimize the course teaching design.In combination with the improved Flanders Interactive Analysis System(iFIAS)coding and classroom observation method,teachers’ classroom teaching-related behaviors are analyzed,such as:Positive analysis is carried out on the classroom interaction frequency of teachers and the frequency of using teachers’ technology.Based on this technology,lateral analysis is carried out on the basis of the behaviors between teachers and students.Finally,after two observations and analysis,corresponding optimization countermeasures and suggestions are proposed,so as to optimize teachers’ classroom teaching behaviors.According to the diagnosis and optimization of the classroom teaching behavior of rural IT teachers,it can be concluded that the problems existing in the classroom teaching behavior of rural junior middle school IT teachers are analyzed from five aspects:teaching method,teaching organization,teaching interaction,teaching expression and teaching effect.And put forward the following optimization countermeasures and suggestions:highlighting students’ main position in classroom teaching;improve teacher-student and student-student interaction in the classroom;Teachers should stimulate the learning interest of students;Be good at using feedback data in class;Use a variety of teaching models;Timely classroom evaluation;Enhance the professional development of teachers.