课堂教学行为是影响课堂教学质量的重要因素。
The classroom instructional behavior is the key factor in affecting classroom learning-teaching effect.
教学经验左右着教师的课堂教学行为，有其自身的特点。
Teaching experience influences teachers classroom instruction behavior that has its own characteristics.
课堂教学行为分析的主要方法有课堂观察法、课堂语言行为互动分析法和人种志方法。
The basic methods applied to analyze classroom instructional behaviors are classroom observation, inter-active analysis of classroom speech act and ethnography.
因此，关于小学教师课堂教学行为存在的问题的研究具有重要的理论意义和实践意义。
Therefore, study on the teaching behavior in the classroom is of great importance in the theory aspect and practice aspect.
第二阶段采用教师课堂教学行为有效性问卷，以我校2005级本科护生200名作为研究对象进行调查。
The second phase use the questionnaire of effective teaching behavior to my school 2005 undergraduate nursing students 200 for investigation.
进行课堂教学行为分析有三个方面的原因：教学论学科建设的需要、教学设计的需要和转化教学观念的需要。
The analysis of classroom instructional behaviors is aimed at satisfying the demands from the development of instructional theory, instructional design and changing instructional concepts.
在前人的理论基础上，关注柳州市新课程实验教师课堂教学行为的变化成为本文研究课程综合化的一个主要视角。
On the basis of the existing theories, the study on the change of the new Curriculum experiment teacher's instructional behavior becomes a main visual Angle.
主要包括新课程背景下初中化学教师课堂教学行为适应性问题的提出，教师教学行为适应性的研究文献综述以及此问题研究的意义。
Include how the teacher's teaching way adaptability is put forward, document survey, the concepts of teaching way adaptability are defined, the meaning of this problem studied.
课堂教学管理是教师教学行为一个重要环节。
Management of classroom teaching is the key link of the teaching action for language teachers.
教学中应科学地设定教学目标，以规范教学行为，优化课堂教学。
In teaching we should work out the teaching aim scientifically and conform to the standard of the teaching behavior and improve the classroom teaching.
因此增强教学行为的有效性，是提高课堂教学质量的关键。
Therefore, to increase the effectiveness of the teaching ACTS is the key to improving the quality of the classroom teaching.
因此增强教学行为的有效性，是提高课堂教学质量的关键。
Therefore, to increase the effectiveness of the teaching ACTS is the key to improving the quality of the classroom teaching.
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