课堂教学行为研究 (3).docx

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1、A study of classroom teaching behaviorAbstract：In recent years, there are more and more research topics about English teachers teaching, and the requirements for English teachers are more and more high. The study shows that the classroom teaching behavior of English teachers will directly affect the

2、 teaching quality. Similarly, English teachers as the leaders of teaching activities, only have good teaching behavior can improve the teaching effect. Based on this premise, this paper studies the teaching behavior of junior English teachers, analyzes the characteristics and existing problems of En

3、glish classroom teaching in junior middle school, and puts forward some feasible countermeasures for these problems.Key words: teaching behavior, Classroom, English, problems and Countermeasures课堂教学行为研究摘要：近年来，有关英语教师教学的研究课题越来越多，对英语教师的要求也越来越高。经研究表明，英语教师的课堂教学行为将会直接影响到教学质量。同样，英语教师作为教学活动的领导者，只有具备良好的教学行为才

4、能提高教学效果。本文基于这个前提对初中英语教师的教学行为进行研究，主要分析初中英语课堂教学行为的特点、存在的问题，并针对这些问题提出了一些切实可行的对策。关键词：教学行为；课堂；英语；问题与对策目 录Objective41 The characteristics of classroom teaching behavior51.1 The normative language51.2 Interaction of the Act51.3 Cultural nature of the Act62 The problem of classroom teaching behavior62.1 Low

5、 quality of classroom teaching terms62.2 The level of classroom questioning behavior is not high72.3 Behavior of omission in class discussion83 Countermeasures for improving classroom teaching behavior83.1 Improving the quality of teaching language83.2Enhancing classroom questioning behavior93.3 Imp

6、roving classroom discussion behavior104 conclusion11Reference12Thanks13ObjectiveUnder the background of new curriculum, the study of classroom teaching behavior of junior English teachers is very hot, because English classroom teaching is the process of language input and output. English teacher is

7、not only the main body of teaching, but also the organizer, guide and participant of classroom teaching. Through classroom teaching behavior, English teachers not only help students acquire language and culture knowledge and master listening, speaking, reading and writing four kinds of basic skills,

8、 but also effectively cultivate students to develop good world Outlook, Outlook on life and values. The new curriculum requires English teachers to change the concept of teaching and learning, from the shackles of the traditional indoctrination classroom teaching concept, to carry out a brand-new or

9、ientation to their classroom teaching form, thus effectively improve the teaching behavior. At the same time, English classroom teaching is the process of two-way interaction and educational developments between teachers and students, and the demonstration and guidance of English teachers teaching b

10、ehavior not only show the teaching idea of teachers fully, but also exert a subtle influence on students learning behavior. As Confucius, a well-known educator of China, thousands of years ago ：， said, The body is not making it ； The body is not right, although not from the . Under the background of

11、 the new curriculum reform, the paper puts forward new requirements for English teachers classroom teaching behavior, and pays more attention to the reflective, interactive and exemplary teaching behavior of English teachers. Therefore, the study on the effectiveness of English teachers classroom te

12、aching behavior is very necessary and urgent.L. Stenhouse, a famous English curriculum expert, believes that curriculum reform is a reform that promotes studentsdevelopment under the guidance of teachers. Only when teachers get effective development, students can develop. Therefore, the new curricul

13、um reform focuses on teachersteaching ideas, teaching knowledge, teaching behavior and teaching feedback to improve the efficiency of classroom teaching. Based on this background, this paper studies the characteristics of current classroom teaching behavior, finds out the existing problems, and puts

14、 forward corresponding solutions, which has certain reference significance for improving the quality of classroom teaching.1 The characteristics of classroom teaching behavior1.1 The normative languageJunior High School English teaching is an important stage of English learning, junior middle school

15、 students have a certain basic knowledge, on this basis, the English teacher from listening, speaking, reading, writing four basic skills for students to lay a solid foundation for the language. As the language carrier of classroom teaching, which is a kind of teaching tool and teaching goal, it is

16、necessary for the students to export the target language effectively, which requires the standard and accuracy of English teachers, for example ： in English teaching about dining, English teachers will say ： I often has breakfast at seven O clock in the morning . Cannot use Chinese English ：I often

17、eat breakfast at seven O clockinthe Morning. In junior Middle school English classroom teaching, English teachers language expression must accord with the English norm, the effective teaching behavior requests the English teacher language behavior the normative. The standardization and accuracy of E

18、nglish teachers language can ensure that the knowledge accepted by students is effective and the basic requirements and characteristics of English teaching.1.2 Interaction of the ActConstructivism theory holds that knowledge is the students own initiative in the course of teacher teaching. English C

19、lassroom teaching is the process of interaction and educational developments between teachers and students. In the Middle school English classroom teaching has a large number of activities organized, English teachers for students to create a real language environment, and communication and communica

20、tion, so in English classroom teaching, effective teacher classroom teaching behavior has the interactive characteristics. The interaction of teachers teaching behavior is an important way of information exchange, through the interaction between teachers and students to provide information and recei

21、ve information, emphasizing that teachers in classroom teaching behavior is not one-way, but two-way, not only teachers to students to tell the knowledge and ask questions, also need students to teachers effective feedback. A teacher conducts individual activities, such as ； Two-person activities （

22、pair Work ）， group activities （group work） ， Role Play （ Role Play ） and other interactive activities, to promote the construction of knowledge between teachers and students, so that English classroom teaching more interesting and the initiation of intelligence.1.3 Cultural nature of the ActEnglish

23、Classroom teaching is not only to teach students English knowledge, but also a cultural teaching. English teachers classroom teaching behavior implies cultural transmission, English language as the carrier of culture. In the practical English teaching, the teacher organizes the students to play role

24、 plays in the creation teaching situation,so that students not only practise the communication and exchange of English language in the activity teaching, It also encourages students to understand the different cultures and customs of different countries. Junior high School English teachers in the fi

25、rst year of teaching the topic is how is you? In classroom teaching, English teachers organize students to greet each other in English practice, in the actual role play, the English teacher to the students in the English language as the mother tongue of the country, people first meet greet generally

26、 talk about the weather or hobbies and other topics, to try to avoid talking about privacy issues, such as age, wages and income. In the English classroom teaching, the English teachers teaching behavior also fully embodies the destination countrys cultural knowledge, therefore, the English teachers

27、 teaching behavior has the cultural nature.2 The problem of classroom teaching behavior2.1 Low quality of classroom teaching termsEnglish Teachers Classroom language is the teacher to organize and engage in the use of teaching languages, but also the full display of teachers comprehensive quality. E

28、nglish teachers provide comprehensible input language to students through morpheme, voice, intonation and speed, which affects students understanding and absorption of knowledge. From the questionnaire survey and classroom observation, it is found that there are many problems in classroom teaching l

29、anguage of teachers in junior middle school English classroom teaching. Most English teachers unconsciously use the inefficient mantra in teaching, such as ： OK, then, you know and other unconscious words, English teachers language addiction seriously reduced students in English learning interest, d

30、istracted students attention ， even to some extent weakened the teaching authority of English teachers, which is not conducive to the cultivation of students language habits. At the same time, English teachers in the classroom language, the phenomenon of Chinese English is more serious. For example

31、：P lease Read and remember, now I say to . English Teachers often neglect this problem unconsciously in their teaching in the way of the wrong expression of Chinese English.2.2 The level of classroom questioning behavior is not highThe Dialogue behavior of English classroom teaching in junior middle

32、 school is mainly manifested in the interactive teaching process of teacher and students one question and answer. The English teacher raises the question, which stimulates the students target language output. Through the investigation, the English teacher lacks the innovation in the problem design,

33、the problem is too simple to be a mere formality, the problem of the middle school English teacher in the teaching is more about the word, the phrase meaning and the sentence structure question, widely uses the yes/no form and 0r The problem of form, more emphasis is on the verification of knowledge

34、 of the question, the lack of further in-depth. For students, most of the students think that the problem of English class is too simple, so that students can successfully answer the problem of the sense of accomplishment, to a certain extent, restricts the effective construction of the students int

35、ernal function to the target language, so that students English learning in the dumb English bottleneck stage. In addition, after the student question answers, the junior high school English teacher immediately gave the student appraisal, but did not give the student to revise the time, very easily

36、causes the student to have the lazy thinking to the question as well as to the teachers dependence, cannot very well develop the students self-thinking and the reflection ability, thus has affected the student study the income and the effect.2.3 Behavior of omission in class discussionIn the Middle

37、school English classroom teaching, the classroom discussion refers to the teacher and the student, the student and the student through listens, speaks and the body language the way to the teaching content carries on the mutual communication and the exchange, thus achieved the teaching goal the proce

38、ss. Classroom discussion is basically an essential part of English classroom teaching in junior middle school, however, through observation, most English teachers only visit the students discipline on the platform, but they do not participate in the group discussion group of students, and effectivel

39、y guide the students to discuss, for example ： Whether the topic discussed by students is irrelevant ； whether the student encountered a bottleneck during the discussion. Because of the English teachers omission behavior, so that students can not find the breakthrough point of the problem or lack of

40、 vocabulary in English expression problems, resulting in the discussion of English classroom teaching in a mere formality, so that the classroom discussion into a small talk， gossip activities, not really achieve the effect of classroom discussion. The questionnaire survey of junior Middle school En

41、glish teachers shows that there are only a few teachers who are satisfied with the effect of teachers behavior problem in English classroom teaching, and some teachers think their treatment effect is not good, and some teachers dont know their own treatment effect. It can be seen that more than half

42、 of the junior high school English teachers are not satisfied with their students behavior problems in the classroom teaching effect.3 Countermeasures for improving classroom teaching behavior3.1 Improving the quality of teaching languageThe teaching language in classroom teaching is mainly embodied

43、 by the teachers narration behavior, which is the oldest and longest teaching behavior in classroom teaching in our country. The behavior of narration has been emphasized by teachers. In English classroom teaching, the teachers narration behavior occupies a large proportion in the whole classroom te

44、aching. However, the teachers narration behavior is one-way communication behavior, the English teachers discourse is the Student acquisition language source, therefore, the English teacher in the process of telling the knowledge, English languages normative and the accuracy is particularly importan

45、t, the English teacher must pay attention to the English pronunciation the accuracy, the speech speed moderate sex, The clarity of speech and the authenticity of language. For the overall poor performance of the class, English teachers in the course of teaching in the classroom, the speed is relativ

46、ely slow, the classroom teaching language to be relatively simple, easy to listen to the students to understand, and through repeated repeated and asked students to grasp the situation, the effective development of English classroom teaching. At the same time, English teachers in the classroom shoul

47、d be conscious of reducing the frequency of the use of low-effective mantra, and finally try to avoid the emergence of mantra in the classroom teaching.3.2 Enhancing classroom questioning behaviorThe questioning behavior in junior English classroom teaching is the process of interactive teaching bet

48、ween teachers and students, the teachers question way and the difficulty of the problem should be more attention to the development of students, as far as possible to allow more students to participate in classroom teaching discussion and question and answer, to give students more encouragement and

49、support, respect for students, To appreciate the attitude of students to give emotional communication. In the course of setting up the problem, teachers should pay attention to the students in the class, but also pay attention to the ratio of the men and women in the class, not to neglect those introverted and taciturn students, and not to favor the student who has excellent performance, and to be