Characteristics of Different Teacher Groups’ Teaching Behavior Improvement Based on Experiential Learning Cycle

doi:10.16382/j.cnki.1000-5560.2021.02.006

Abstract

Abstract:

Teaching behavior has a direct influence on the effectiveness of teaching. Improvement of teaching behavior is a dynamic process and has group characteristics. Based on the theory of experiential learning circle, this study focused on the continuous improvement of 71 teachers’ teaching behavior in two years. 350 classes of these teachers were studied by the method of content analysis, in order to investigate the characteristics of teaching behavior improvement of novice teacher group, competent teacher group and proficient teacher group. This study indicated that the two-year continuous teaching behavior improvement process based on the experiential learning circle made great achievements, and all three groups of teachers improved the openness of the question. The common difficulties in behavior improvement of three teacher groups are engaging students in discussion and encouraging students to ask questions. The improvement of teachers’ teaching behavior was not significant in the stages of reflective observation and abstract conceptualization in experiential learning cycle. The focus of the three groups of teachers’ teaching behavior improvement has notable difference. The teaching behavior and learning stage that is most difficult to make improvement for proficient teachers are different from that for novice teachers and competent teachers. Novice teachers and competent teachers have different difficulties in teaching behavior improvement. Besides, the stage that is most difficult to make improvement is the same for these two groups. The teaching behavior improvement characteristics of different teacher groups found in this research can optimize the teaching behavior improvement methods and strategies, provide theoretical foundation for more targeted services that support teaching behavior improvement, and enrich relevant research on teaching behavior improvement.

Key words: teaching behavior, improvement of teaching, teacher professional development

Lu Wang, Ruxia Ma, Le Peng. Characteristics of Different Teacher Groups’ Teaching Behavior Improvement Based on Experiential Learning Cycle[J]. Journal of East China Normal University(Educational Sciences), 2021, 39(2): 61-74.

Figures/Tables 4

References 0

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课堂教学行为	阶段	新手教师群体平均值（%）	显著性（双尾）	胜任教师群体平均值（%）	显著性（双尾）	成熟教师群体平均值（%）	显著性（双尾）	全体教师平均值（%）	显著性（双尾）	全国常模数据（%）
学生行为占有率	第一阶段	48.31	0.013*	51.11	0.467	47.89	0.080	49.16	0.001**	52.87
学生行为占有率	第五阶段	56.05	0.013*	53.17	0.467	53.88	0.080	54.92	0.001**	52.87
推理性问题	第一阶段	41.30	0.400	48.10	0.048*	51.73	0.004**	45.98	0.004**	37.96
推理性问题	第五阶段	37.38	0.400	36.84	0.048*	37.88	0.004**	37.37	0.004**	37.96
创造性问题	第一阶段	8.50	0.002**	11.51	0.217	15.36	0.334	11.09	0.001**	15.69
创造性问题	第五阶段	16.09	0.002**	15.82	0.217	19.28	0.334	16.71	0.001**	15.69
批判性问题	第一阶段	2.86	0.000**	3.10	0.002**	3.77	0.062	3.15	0.000**	7.00
批判性问题	第五阶段	9.18	0.000**	11.51	0.002**	7.55	0.062	9.36	0.000**	7.00
集体齐答	第一阶段	22.12	0.150	24.08	0.099	17.49	0.764	21.72	0.027*	20.72
集体齐答	第五阶段	16.79	0.150	16.19	0.099	16.06	0.764	16.50	0.027*	20.72
鼓励学生提出问题	第一阶段	1.79	0.859	3.52	0.269	1.47	0.377	2.30	0.308	2.12
鼓励学生提出问题	第五阶段	1.95	0.859	1.53	0.269	0.76	0.377	1.60	0.308	2.12
创造评价性回答	第一阶段	7.03	0.000**	10.62	0.087	13.37	0.073	9.69	0.000**	21.74
创造评价性回答	第五阶段	20.30	0.000**	19.08	0.087	22.36	0.073	20.47	0.000**	21.74
讨论后汇报	第一阶段	7.98	0.276	7.66	0.719	7.24	0.973	7.70	0.235	6.87
讨论后汇报	第五阶段	10.79	0.276	8.36	0.719	7.15	0.973	9.46	0.235	6.87
打断学生回答或代答	第一阶段	7.91	0.006**	5.23	0.931	6.97	0.585	6.79	0.031*	3.61
打断学生回答或代答	第五阶段	3.76	0.006**	5.38	0.931	5.29	0.585	4.46	0.031*	3.61

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