Who can help me tell the difference between "teachers' teaching behavior" and "teachers' classroom teaching behavior"? Secondly, what are the classroom teaching behaviors? thank you

On the Writing of Teachers' Teaching Cases

In recent years, the activities of teachers learning teaching cases are in the ascendant and have achieved good results. Teaching cases have become a bridge between teaching theory and teaching practice.

It is obviously necessary and correct for teachers to learn teaching case materials and participate in teaching case training, but it is not enough. The author believes that in order to make teaching cases play a greater role in improving teachers' professional quality, teachers need to write teaching cases. Teachers should do the following work when writing teaching cases:

I. Learning case materials

(1) Learn case writing knowledge. Mainly study the knowledge about case writing in books and newspapers, and make clear the purpose, significance, principles, methods and problems needing attention in teaching case writing.

(2) Learning case writing examples. Try to collect cases and study hard. It is best to learn the original samples of teaching cases, which is convenient for direct absorption and does not require too much transformation. Of course, you can also learn education cases, management cases, medical cases, economic cases, judicial cases and so on. Although the writing content of these cases is different from that of teaching cases, there are still many similarities in writing principles, ideas and methods, which can be used for reference.

(3) Learning related teaching materials. Teaching design, teaching records, teaching experience, teaching experience, lecture notes and other materials, although not teaching cases, are very similar to teaching cases. There are many reference materials for writing teaching cases, and some characteristic materials can be used as materials for writing teaching cases.

(4) Learn Chinese and foreign fables. Many fables at home and abroad are concise, profound and thought-provoking. Although it is not a case, it is very enlightening for us to write a good teaching case, which needs to be studied and understood repeatedly.

Second, collect case materials.

(A) the characteristics of the case materials. Teaching cases come from teaching cases, but not all teaching cases can be used as teaching case materials. The materials of teaching cases have several characteristics: First, the cases should be typical. Teaching case materials should reflect the specific educational background of the event, imply universal, concerned and important problems, reflect the profundity of the problems, have endless aftertaste and have practical value. The second is to be vivid. The teaching case should be an educational story that can well reflect the implied point of view, concrete and vivid, including some dramatic conflicts. Third, the meaning should be clear. Teaching cases can inspire people to think, let teachers see some laws and essence revealed by "stories" and play a guiding role in education.

(2) the way to collect materials. The first is to collect materials in teaching practice. It is easy to get real information by collecting cases on the spot. These cases can be experienced by themselves or by others. For example, we can collect materials from our own classroom teaching, educating students and teaching research, from the records, observations and reflections of class attendance and evaluation, from some conversations between teachers and students, and from the success or failure of teachers' teaching and students' learning. The second is to look for it in teaching audio and video. You can collect materials from classroom teaching videos on TV, tapes and CDs, as well as watching and listening to teaching experience introductions. The third is to search in educational books and periodicals. You can collect materials from reading lesson plans, lecture notes, teaching records, teaching experience and other materials.

(3) Methods of collecting materials. The first is to highlight the key points. There are many teaching facts that happen every day, some of which are too dull and have little value for thinking. You don't have to collect all of them, only the typical ones. The second is to broaden your horizons. As long as it is typical, grand, tiny, rough, exquisite, positive, negative, successful, failed, alarming, controversial, ideological spark and wrong behavior, it can be collected. Third, always pay attention. We should pay attention to listening, observing and thinking about specific teaching phenomena and their reflection, otherwise we will turn a blind eye to many typical cases and let many valuable cases slip away from our eyes. The fourth is to take notes. Because the case should be written truthfully, concretely, vividly and vividly. It is impossible to remember completely and accurately by memory alone, and it must be recorded in time. When recording, mainly write out the characteristics of relevant personnel, including language, actions, practices, effects, relationships, etc. Don't care too much about the grammar, rhetoric and logic of the writing, and then sort it out in a standardized way after recording.

Third, refine the theme of the case.

The teaching case materials collected by teachers are only educational scenes that need to be studied repeatedly for a certain phenomenon or situation, so as to clarify what the problems to be solved are, and thus extract important, distinctive, profound and instructive themes. In order to refine the theme, there are the following requirements:

(1) The subject is closely related to the case. The theme of refining must be based on cases, and it cannot be arbitrarily determined without cases.

(2) The topic is innovative. The theme should be refined with innovative spirit, and the angle of determining the theme should be novel. The determined theme is often both unexpected and reasonable.

(3) conform to the development of the times. We should keep pace with the times, help solve the difficult and hot issues that need to be solved urgently in current classroom teaching, conform to the spirit of quality education and innovative education, and meet the needs of curriculum reform.

(4) Conforming to the law of education. To have a certain level of educational theory conforms to the basic principles of pedagogy, psychology and teaching theory.

(5) It is enlightening. It can draw people's attention to some tendentious problems in classroom teaching and help solve these problems. It cannot be limited to individual situations or special problems. The selected cases can be trivial, but they should be able to see the big things from the small ones.

Fourth, introduce the facts of the case.

(1) The purpose should be clear. Every teaching case written by the teacher. Everyone should be able to reflect a problem, a problem or a decision. Teaching cases should not only describe the characters' language and behavior, but also reflect their inner world, such as needs, motivations, attitudes and so on. It also contains some teaching ideas, teaching methods, working principles and activity ideas.

(2) the content should be true. Case materials should reflect living teaching practice. Therefore, the teaching cases written must be real scenes, not fictional, not fabricated. For the original appearance of the incident, it is not allowed to exaggerate, let alone distort. In order to express our needs, we can add or delete some details, scenes, etc. On the premise of respecting the facts. In order to protect the legitimate right to privacy, names of places and people can be fictional (but the fictional part should be indicated at the end of the article).

(3) The site shall be complete. The background of the incident should be written in the teaching case, that is, the specific time, place and conditions, such as the basic situation of teachers and students, teaching conditions and teaching environment. To write the whole process of solving a problem, there must be a complete plot from beginning to end. The story should be concrete, true and touching.

The choice should be appropriate. Teaching cases are usually short. Require concise text. Therefore, it is necessary to distinguish between priorities and choose appropriately when writing. Try to write the main events well, and try to simplify the content that has little to do with the theme.

(5) The narrative should be objective. Teachers who write teaching cases must have their own views on the teaching cases they write. However, in case writing. Only typical cases can be introduced objectively. Can't ask questions directly, can't express opinions, can't show feelings. Let readers savor it carefully and understand the truth.

Verb (the abbreviation of verb) for case analysis.

Usually, case analysis should be attached to the back of teaching cases. Case analysis can be written by others or by the author himself. It can be analyzed from the perspective of one party or a teacher.

(A) theory and practice are closely integrated. When writing a case study, you should tell the facts. The facts and questions described in the case should be scientifically analyzed by using the basic principles of pedagogy and psychology, so as to put forward better measures to solve specific problems. Analysis should always stick to the case, and educational theory should not be divorced from the case itself.

(2) Reflect the advanced educational concept. Case analysis should have new ideas, be guided by advanced educational ideas and concepts, and keep up with the pace of educational reform and development. For example, the current case analysis should run through the basic spirit of quality education and innovative education. Teachers should be guided to cultivate students' innovative spirit and practical ability.

(c) The analysis must be realistic. Case analysis should be realistic, not exaggerated or belittled. The analysis should be realistic, targeted, and tell the specific little truth of this case, rather than the always correct and empty big truth. Don't be keen on copying the articles of educational theory, but naturally integrate the viewpoints of educational theory into the analysis.

(d) The discussion needs to be focused. For the written teaching cases, we should read them repeatedly, find out the basic purpose and main problems of the cases, strive to grasp the key points, make in-depth and detailed analysis, make the finishing point when discussing, point out the problems, explain the truth and reveal the theme.

(5) Views should be based on sufficient evidence. Analysts should find enough arguments to support their views and suggestions. When analyzing a case, we should first think carefully: what facts are needed to analyze a specific problem with the selected analysis method? Then go back and look for the facts you need. The selection of materials should be strict and the excavation should be deep.

At the beginning of writing teaching cases, it is not surprising that the teacher is inexperienced and may not write well. So don't ask too much for writing. As long as you keep writing, you will write better and better; Teachers' understanding of teaching rules will become more and more true; Teachers' understanding of teaching theory is bound to be more and more profound; The professional quality of teachers will certainly be greatly improved. In the process of writing and accumulating teaching cases, teachers may grow into research-oriented teachers who closely combine theory with practice.