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II. Action Research
2.1 Theoretical Basis
Teachers’ teaching action is a kind of teaching activities, which exhibited in the classroom and was used to maintain and promote students’ learning, teacher’ teaching action is the goal of all action, this action is explicit, observable and changeable. Some scholars believe that at least the following aspects should be considered to analyze teachers’ teaching action: The first one is piding the constituent elements of the teachers’ teaching action, analyzing the relationship between the role and function of the constituent elements and also between elements and elements; the second is teaching action analysis feature implementation, the effectiveness of these implementations are considered; the third is on this basis, to further explore the impact on teaching effectiveness teaching action and the role of teachers’ professional development. “Teachers’ thinking mode and teaching decision-making play an organizing and guiding role for teachers’ behavior, and constitute the background of teaching and learning.”（Westerman 292）
Cui Yunhuo pided classroom action of teachers into two types: “One is point to the objectives and content directly, which can be prepared in advance of action, this action is called the main teaching action; and another immediately point is about a specific behavior students and teaching situations, and in many cases are unpredictable contingencies, therefore it is difficult and impossible to prepare in advance, this action is called assistant teaching.”（Cui 42-43）The main teaching action of this paper studied the action specific to classroom teachers’ teaching action.
2.2 Teachers’ Action in Class
English classroom teaching action refers to the teaching of English teachers that was used to complete objectives manifested in the English classroom teaching explicit conduct activities. In the classroom, English teachers’ teaching action embodies the teachers’ personal teaching philosophy of education, professional knowledge, teaching act and other aspects of teaching basic skills, English classroom teaching action also affected the teaching content, teaching environment, student performance and other aspects of factors. In general, conduct classroom teaching of English teachers has the following unique characteristics: Using a second language (English) in classroom teaching; Using more multimedia courseware, tape recorders, DVD, projectors and other equipment (E-teacher) in English Teaching.
“English teachers in classroom language teaching are not to explain the action of knowledge of English, but teachers and students to use English in a way of genuine and authentic teachers in language and communication is very beneficial to students to improve their English communication skills.” （Zuo 203） Due to the particularity of the English language classroom teachers discipline plays a vital role in the whole process of classroom instruction, and action throughout the ceremony was always conduct dialogue and guide action, and therefore it’s separately listed.
2.3 The Characteristics of Junior High School Students
With the younger age of learning English, students contact English from kindergarten, and the junior high school students no longer feel strange to English. With the passing of novelty, coupled with the increase of the junior middle school English learning difficulties, many students produce weary to English. In order to improve academic performance, students are forced to participate in various English classes. Under the influence of tool rationality ideology, many junior high school students learning English is no longer because of “interest”, but for “useful”. Distortion of interest to make the students lose the intrinsic motivation of learning English, seemingly busy learning English under the surface lurks a new crisis, is not conducive to the students’ life long learning and all-round development. Attention, learning motivation, and learning attitude are the learning behavior affect students’ learning effect. Relative to the teachers’ main teaching action, this study has pointed out the students’ classroom learning behavior refers to the junior high school students in the English classroom learning process, of the main reaction 源Z自)751+文`论,文]网[www.751com.cn can be observed and actions, namely listening behavior, taking notes, discussion behavior, questions and answers of behavior, etc. The current junior high school student’s English classroom learning behavior also showed some characteristics.