外文原文
Self-development with Teachers Teaching Behavior
What teaching behavior? Peoples views and understanding of this issue, has always been a matter of opinion, the words and is. We apply system theory to analyze this phenomenon, we can see, teaching is not a simple act of teaching forms, means, methods and skills constitute the body, but rather a teaching and learning, including motivation, including the structure of two complex, content-rich The purpose of sex is determined by actors (teachers and students), and associated with the actors playing the role of direct and indirect factors that constitute, in the alternative movement is reflected in the conversion process of a behavior. In its composition consists of two levels: first, the behavior is the direct result will be displayed, such as teaching language, teaching organizations, boards play demonstrations, experimental operation, expressions posture. The face of it, the practice has no intention of a large component (more after the act is intentional) and the involuntary nature. This remarkable behavior can be evaluated directly in the teaching of cognitive and grasp. Second, is the emotion, will, morality, values, potential and personality and other factors made a trend of stronger performance in the behavioral sense, stability and autonomy. This behavior is inherent in the practice of teaching appears solid and specificity. In teaching, the intrinsic behavior only when all inputs can produce when teaching effectiveness. Because of its inherent, forced the power to force the teaching behavior toward the established direction, and continue to make adjustments and amendments to the act. If you ignore the intrinsic behavior in the role of teaching practice, teaching effectiveness will not be improved.
DAI Huaiyin City Edition of the teacher from teaching the nature, structure and function, summed up this way Some features:
(1) The purpose of teaching practices in the process of teaching activities based on the analysis put forward, with a strong purpose Sex. The purpose of teaching behavior subject to the purpose of teaching is to the purpose of teaching in the internalization of many factors, and Part of the formation of educational values, thus establishing the teaching behavior-oriented and focus reflected in the teaching process, is an intelligent behavior. The purpose of teaching behavior and teaching effectiveness is closely related to and coordinated, the more clearly the purpose of teaching behavior, the guiding role of the greater effectiveness of teaching is higher.
(2) Social
The properties from the teaching that it is a social practice, and teaching behavior will therefore bring a plethora of social content. That being the case, must in accordance with the teaching practice the principles of social practice, rule, according to the objective requirements of social development and change his behavior, reflecting the beauty in society, reflect the traditional virtues and culture, and from moral, social aesthetic requirements improve this behavior to be fully socialized.
(3) Standardization of teaching behavior is in accordance with certain teaching requirements and design. Normative teaching behaviors, on the one hand Requirements embodied in the movements, gestures and other behavioral characteristics on; the other hand, should have the right actors required teaching values and teaching ethics. Science in the teaching activities required to handle the relationship between these two acts, and do perfect combination of the overall function of teaching behavior possible full play.
(4) Consistency of teaching behavior is composed of many kinds of dynamic and static elements of the complex, completed the task of teaching, teaching purposes These static and dynamic elements is coordinated to achieve results. The consistency of teaching behavior, one refers to the teaching behavior of actors in the course of action required, the rules concerted steps to a complete look, reflect the unique characteristics of the teaching activities. Finger acts constitute the elements of teaching according to a certain logic, focusing on the teaching purpose of this core, the overall consensus toward the established direction. So, to say, teaching behavior is a whole sex.
(5) Creative First, when social and economic system has undergone changes, the aims of education, education also occurred in the corresponding function Changes in teaching behavior also must be followed to do the creative transformation. Secondly, in modern education, education, and will present a variety of trends and thus the behavior of various types of teaching standards and norms that the higher requirements, teaching content but also increasingly rich and complex, only the creativity of the teaching behaviors to adapt to This teaching requirements.
(6) The role of teaching behavior is role behavior. This is because the actors will be in the process of teaching commitment Must bear the task of teaching, a variety of teaching tasks are different from other tasks of the nature and characteristics of teaching, as well as the norms for this task and responsibility, which in a sense also constitutes a teaching role, the completion of this task the individual, but also is the bearer of this role. Accordingly, each person must have a commitment to match the quality and conditions for the transformation and the creation of role behavior.
(7) Awareness of teaching behavior is the completion of teaching tasks, there was a strong teaching objectives to achieve the aspirations of the line produced when Was. This desire comes from the behavior of the main purposes of the experience of teaching, the teaching task and its significance to the completion of a full understanding of, and desire to succeed, the task of teaching is reflected in tension after the completion of the teaching of psycho
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附录A 译文
教师教学行为的自我发展
什么是教学行为？人们对这个问题的看法和理解一直是见仁见智的。我们运用理论系统地对这一问题进行分析后可以看到，教学并非意味着以方法和技能为主体的单一性教学方式，而是教与学的过程，这当中包含了学习动机和教师与学生这两个内涵丰富的复杂结构。教学主要取决于演员（教师和学生）之间的互相吸引，同时和构成两种角色行为互换的的直接因素以及间接因素相关。教学行为包括两个层面：第一，教学行为是由教学语言，教学组织，板演示范，实验操作，表情姿势等直接展现。从表面上看，其中大部分行为是不由自主做出的。这些卓越表现可以直接评估教师对教学的认知和把握。第二，情感，意志，道德，价值，潜能和个性等因素使教学行为表现力向更稳定自主的趋势发展。这种行为是教学实践呈现的内在固态和特异性。在教学中，内在行为只有当有所输入时方可产生教学效果。由其固有的，强制性力量迫使教学行为朝着既定的方向发展，同时对其行为做出调整和修正。如果你忽视了教学实践中内在行为的作用，教学效果将难以提高。
（一）淮阴市报纸的教育版面，从教学的性质，结构和功能总结出这样一些特点：
（1）在分析教学实践过程的基础上提出了教学活动的目标，具有很强的针对性。教学行为受教学目标以及教育价值观在内的多重因素影响而成，这些因素确立了教学行为导向并将重点体现在教学过程中，这是一个智能化的行为。有目标的教学行为和教学效果是互相协调，密切相关的，有明确目标的教学行为能够更加高效地指导教学，从而使教学更有成效。
（2）社会：从教学的性质来看它是一种社会实践，因此教学行为也会带来大量的社会信息。在这种情况下，必须基于符合社会规则的原则进行教学实践，根据社会发展的客观要求修正自己的教学行为，教学行为中应该反映社会和谐，体现我国的传统美德与文化，并且符合社会公德和审美要求。
- 教学行为规范化是指按照一定的教学要求设计教学行为。规范的教学行为，一方面体现在动作，手势和其他行为特征要符合要求；另一方面，应该有教学需要的价值观并且教学行为应符合教学伦理。处理好这两个方面之间的关系需要科学的教学活动，它与教学行为相结合方可能充分发挥整体的功能。
（4）教学行为的一致性包含各种静态及动态的复杂因素，是完成教学任务和实现教学目标等静态和动态因素互相协调所实现的结果。教学行为的一致性，一方面是指教学组织者在教学过程中需要将教学行为协调一致，形成一个完整的体系，体现教学活动的特点。另一方面指构成教学行为的要素需按照一定的逻辑，围绕这一核心确立教学目标，使教学朝着既定方向发展。因此说教学行为是一个整体性行为。
- 创新：首先，当今社会经济制度发生了变化，从而教育目标，教育教学行为的相应功能也必须根据社会形势实现创造性的转变。其次，在现代教育中，教育将根据目前的多种趋势对各类教学标准和规范的行为提出更高的要求，教学内容也越来越丰富和复杂，因此只有对教学行为进行创新才能适应这种教学要求。
（6）教学行为的作用是角色行为。这是因为教学组织者们会在教学过程承担必要的教学任务，每种教学任务的性质和特点都不同，同时承担完成教学任务的责任，这在某种意义上体现了教学行为的作用，完成此项任务的人就成为这个角色的载体。因此，每个人的行为必须符合教学组织者的行为准则。
（7）教学行为意识是指完成教学任务，实现教学目标的愿望较强。这种愿望源于对胜利的渴望，以及对教学任务的充分了解，它主要在体验式教学中实现。完成紧张的教学任务后，心理会产生极大的满足感。这种动机是调动和维持教学组织者教学积极性的主要因素，同时结合积极有效的教学实践。这便是教学行为意识的主要表现。
（8）有效性：教学行为的有效性一方面在于教学的每个步骤是根据科学标准设计的；另一方面在相同的条件下，有预设的教学行为提高教学的整体水平，获得更好的教学效果。前者是教学行为的基础，后者是教学行为的结果，两者相辅相成，互相贯通。
（二）教学行为的基本准则
上海杨浦中学的一位特级教师在备课时给自己制定一条规则：不复制引用别人的课，不吃别人嚼过的馍，努力认识自己，自主学习，独立研究，然后再教学生，而不是简单地模仿他人教学。尽管她有30年的教学经验，但每次都花10小时、20小时甚至30小时备课。为了提高她的课堂教学，让学生快速掌握母语，她几十年来刻苦钻研教材教法，学习语言教学等相关的专业知识，锤炼自己的语言。为了不断提高自己的课堂教学，她说她每一次上课之后会写下课后反思，对所有的教学语言仔细斟酌并修改，然后在每天去学校的路上，将上课的教学语言行为像放电影一样在头脑中过一遍。”毅同志用自己的辛勤劳动，换得学生学习进步的可喜成果，为我们揭示了教书育人的基本行为准则：严谨治学，认真做好教学工作。
我们知道教师主要从事日常的教学活动，是通过一个或几个教学科目来完成丰富学生科学文化知识的任务，从而提高学生的道德品质，为社会创造有用的人才。教师本身的知识水平，对具体教学工作的安排将直接影响包括学生以及社会反响在内的教育成果。知识渊博的教师，学以致用，认真教学。只有严谨治学，才能培养出优秀的学生。相反，如果教师自身不拘小节，对教学工作敷衍了事持冷漠的态度，只会浪费社会财富和学生的宝贵时间，破坏了教育和社会的整体性。因此，教师的治学态度和对日常教学工作的态度，是一个重要的伦理问题。
外国开放的教育史中，教师职业道德的一个重要组成部分就是教师自身对科学文化知识的不断学习。捷克伟大的教育家夸美纽斯说：教师职业本身需要老师孜孜不倦地完善自己，扩充自己的知识储备。在中国教育史上，自古以来人们就把提高教学能力看作教师职业道德的基本素养。中国古代教育家孔子与知识的教师，“学而不厌”，对待教育，“诲人不倦”。荀子认为，当一个老师必须要有“博习不专”的精神。他说，“诵说而不陵不犯，可以为师；知微而论，可以为师。”在现代教育史上，一个教育家首先要明确教师需要进行研究性学习并在此基础上改进教学，它是教师职业道德的一个重要组成部分。他主张教师应该每天问自己：“我教学有没有进步？”在学术上做到“唯一”“博学”“独具匠心”“简明扼要”“坚持不懈”五点，使自己成为对社会有贡献的人。教师必须每天问自己：“我的工作没有有进步？有意识地明确自己的教育责任，督促自身进步。在我们的教学活动中（具体是指社会主义教育），无产阶级教育家徐特立把努力学习并认真向学生传授知识作为“教师准则”。如今，中国的社会主义教育事业蓬勃发展，教育在现代社会的地位显著提高，党进一步对教师教学态度以及治术态度提出了更高的要求。早在1980年6月，中央领导就在国家教师教育会议论坛上提出：一位合格的人民教师应树立终身学习的观念，知识渊博，认真研究教育规律，提高教学质量。
这表明“严谨治学，提高教学质量”成为教师日常工作中应当遵守的一个重要的职业准则。该准则要求每一位人民教师应富有社会责任感，从维护教育的利益，努力提升自己的专业技能，精益求精，刻苦钻研，用顽强的毅力打开科教殿堂之门；处理日常教学时一丝不苟，仔细斟酌，用心探索教法，一心一意搞好教学，提升教学质量。教师在教学实践中应遵守教师准则，秉承师心承担教师义不容辞的责任，坚决抵制轻视教学规律，以及不负责的教学态度。
附录B 外文原文
Self-development with Teachers Teaching Behavior
What teaching behavior? Peoples views and understanding of this issue, has always been a matter of opinion, the words and is. We apply system theory to analyze this phenomenon, we can see, teaching is not a simple act of teaching forms, means, methods and skills constitute the body, but rather a teaching and learning, including motivation, including the structure of two complex, content-rich The purpose of sex is determined by actors (teachers and students), and associated with the actors playing the role of direct and indirect factors that constitute, in the alternative movement is reflected in the conversion process of a behavior. In its composition consists of two levels: first, the behavior is the direct result will be displayed, such as teaching language, teaching organizations, boards play demonstrations, experimental operation, expressions posture. The face of it, the practice has no intention of a large component (more after the act is intentional) and the involuntary nature. This remarkable behavior can be evaluated directly in the teaching of cognitive and grasp. Second, is the emotion, will, morality, values, potential and personality and other factors made a trend of stronger performance in the behavioral sense, stability and autonomy. This behavior is inherent in the practice of teaching appears solid and specificity. In teaching, the intrinsic behavior only when all inputs can produce when teaching effectiveness. Because of its inherent, forced the power to force the teaching behavior toward the established direction, and continue to make adjustments and amendments to the act. If you ignore the intrinsic behavior in the role of teaching practice, teaching effectiveness will not be improved.
DAI Huaiyin City Edition of the teacher from teaching the nature, structure and function, summed up this way Some features:
(1) The purpose of teaching practices in the process of teaching activities based on the analysis put forward, with a strong purpose Sex. The purpose of teaching behavior subject to the purpose of teaching is to the purpose of teaching in the internalization of many factors, and Part of the formation of educational values, thus establishing the teaching behavior-oriented and focus reflected in the teaching process, is an intelligent behavior. The purpose of teaching behavior and teaching effectiveness is closely related to and coordinated, the more clearly the purpose of teaching behavior, the guiding role of the greater effectiveness of teaching is higher.
(2) Social
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