课堂教学行为研究 (2).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目 录Objective31 The characteristics of classroom teaching behavior31.1 The normative language31.2 Interacti

4、on of the Act41.3 Cultural nature of the Act52 The problem of classroom teaching behavior52.1 Low quality of classroom teaching terms52.2 The level of classroom questioning behavior is not high62.3 Behavior of omission in class discussion63 Countermeasures for improving classroom teaching behavior73

5、.1 Improving the quality of teaching language73.2Enhancing classroom questioning behavior83.3 Improving classroom discussion behavior94 conclusion9Reference10ObjectiveUnder the background of new curriculum, the study of classroom teaching behavior of junior English teachers is very hot, because Engl

6、ish classroom teaching is the process of language input and output. English teacher is 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 kn

7、owledge and master listening, speaking, reading and writing four kinds of basic skills, 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

8、 the traditional indoctrination classroom teaching concept, to carry out a brand-new orientation 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 t

9、eachers and students, and the demonstration and guidance of English teachers teaching behavior 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

10、 not making it ； The body is not right, although not from the . Under the background of 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 Engli

11、sh teachers. Therefore, the study on the effectiveness of English teachers classroom teaching 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 whe

12、n teachers get effective development, students can develop. Therefore, the new curriculum 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 characteri

13、stics of current classroom teaching behavior, finds out the existing problems, and puts 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

14、School English teaching is an important stage of English learning, junior middle school 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 ca

15、rrier of classroom teaching, which is a kind of teaching tool and teaching goal, it is 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 oft

16、en has breakfast at seven O clock in the morning . Cannot use Chinese English ：I often 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

17、 English teacher language behavior the normative. The standardization and accuracy of English 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 tha

18、t knowledge is the students own initiative in the course of teacher teaching. English Classroom 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 teach

19、ers for students to create a real language environment, and communication and communication, 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,

20、 through the interaction between teachers and students to provide information and receive 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

21、 feedback. A teacher conducts individual activities, such as ； Two-person activities （ 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 mor

22、e interesting and the initiation of intelligence.1.3 Cultural nature of the ActEnglish 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 cult

23、ure. In the practical English teaching, the teacher organizes the students to play role 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 cul

24、tures and customs of different countries. Junior high School English teachers in the first 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

25、English language as the mother tongue of the country, people first meet greet generally 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 full

26、y embodies the destination countrys cultural knowledge, therefore, the English teachers 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 us

27、e of teaching languages, but also the full display of teachers comprehensive quality. English 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

28、classroom observation, it is found that there are many problems in classroom teaching language 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

29、 teachers language addiction seriously reduced students in English learning interest, distracted 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

30、the classroom language, the phenomenon of Chinese English is more serious. For example ：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 b

31、ehavior is not highThe Dialogue behavior of English classroom teaching in junior middle 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. Thro

32、ugh the investigation, the English teacher lacks the innovation in the problem design, 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 ye

33、s/no form and 0r The problem of form, more emphasis is on the verification of knowledge 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 accomp

34、lishment, to a certain extent, restricts the effective construction of the students internal 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 ga

35、ve the student appraisal, but did not give the student to revise the time, very easily 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 stu

36、dy the income and the effect.2.3 Behavior of omission in class discussionIn the Middle 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

37、on the mutual communication and the exchange, thus achieved the teaching goal the process. 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

38、, but they do not participate in the group discussion group of students, and effectively 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 b

39、ehavior, so that students can not find the breakthrough point of the problem or lack of 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

40、the effect of classroom discussion. The questionnaire survey of junior Middle school English 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

41、 some teachers dont know their own treatment effect. It can be seen that more than half 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 qua

42、lity of teaching languageThe teaching language in classroom teaching is mainly embodied 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

43、, the teachers narration behavior occupies a large proportion in the whole classroom teaching. 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 telli

44、ng the knowledge, English languages normative and the accuracy is particularly important, 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 c

45、lass, English teachers in the course of teaching in the classroom, the speed is relatively 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 o

46、f English classroom teaching. At the same time, English teachers in the classroom should 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 b

47、ehavior in junior English classroom teaching is the process of interactive teaching between 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 classroo

48、m teaching discussion and question and answer, to give students more encouragement and 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

49、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 impartial in the class. On the other hand, in the process of presenting the problem, the teacher should guide the students to think positively and fully integrate into the English atmosphere, so that the students realize that