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Junior high school classroom teaching behavior in the context of new curriculum

Author: ZhangLinNa
Tutor: NanJiWen
School: Shaanxi Normal University
Course: Curriculum and Pedagogy
Keywords: New curriculum Teacher Teaching behavior Student Learning behavior
CLC: G632.4
Type: Master's thesis
Year: 2011
Downloads: 154
Quote: 1
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Abstract


The teachers are the key factors in the implementation of the basic education curriculum reform. In a sense, the teachers directly determines the success or failure of curriculum reform. The main battlefield of a new round of curriculum reform classroom teaching, the core of classroom teaching behavior of teachers teaching and students' learning behavior. Starting from school level implementation of the new curriculum, described the status of junior high school classroom teaching behavior under new curriculum of classroom teaching behavior in the process of changing existing problems and countermeasures. In this paper, based on definition of classroom teaching behavior and analysis of relevant research, described the new curriculum teaching behavior patterns, explore the content of classroom teaching behavior in the context of new curriculum and teachers 'behavior and students' learning behavior changing recommendations. Based on the theory of the previous status quo of the of Xi'an new curriculum junior high school classroom teaching behavior for the main perspectives of this study. Yanta District teachers for the study sample, using a combination of quality and quantity of research methods, the use of different tools to collect information. First: to observe the categories of the core 10 of the teachers' classroom teaching behavior, time sampling method designed new curriculum background under junior high school classroom teaching behavioral observation scale, the frequency of occurrence in the different teaching behavior of teachers, students and statistical background and record. After observation and statistics, organize, map out a junior high school classroom teaching behavior structure analysis shows that the high-frequency behavior of classroom teaching behavior: about the behavior, quizzes behavior, feedback hardening behavior; From the figure, we also see several occur low frequency behavior: management behavior, observed behavior, evaluating behavior. 2. Different subjects in the classroom teaching behavior analysis, the average of the number of occurrences of language, math, English language classes, teaching behavior statistics obtained: the number of English language three subjects in the classroom teaching behavior is no big difference only the the blackboard behavior and students to practice acts excluded. Classroom teaching behavior changes over time, the categories of classroom teaching behavior over time and different, progress and teaching content, teaching methods, use of a great relationship. Second: to design the new course curriculum context of junior high school classroom student learning behavior questionnaire for student learning. Student classroom behavior, the use of questionnaires, interviews combined empirical research methods to study and learn from the subjective factors that affect students' learning, initiative, and learning performance in class, the learning method habits as well as after-school situation analysis and research. The results show that: teachers teaching behavior have been some changes, but still to some unreasonable inappropriate behavior; many and complex factors that affect students' learning behavior, to make student learning behavior of the new curriculum standards, requires not only the efforts of the students themselves and need the help of teachers. To solve these problems, analyze the causes, and to promote the improvement of teachers 'behavior and students' learning behavior, made the following recommendations: First, the recommendations in the teaching process. Teaching \Second, seek scientific and effective training methods. To observe the discussion, the constant improvement of the practice of teaching behavior. Fourth, teachers help students change needs. To guide students to establish a correct learning purposes; 2. Stimulate students 'interest and improve students' motivation to learn; 3. Teachers to clarify their responsibilities.

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CLC: > Culture, science,education, sports > Education > Secondary education > Teaching theories,teaching methods > Teaching methods and teaching organizations
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