According to the present study , the orientation of effective classroom management behavior possesses the characteristic of pluralism , with quality at its core , and with scientific management methods and group support as its guarantee . the three factors restrict each other and interact upon each other 有效课堂管理行为的取向具有多元化的特征，本研究认为，有效课堂管理行为的取向是以质量为核心，以科学的管理方法和团队精神为保障，三者相互制约、相互影响。
It has been proved that the feasibility to construct " the model of history & inquiry " teaching theory , and the strategy of classroom teaching preparation , the teaching behavior of researching type , classroom management , and the evaluation of concept teaching under the " the model of history & inquiry " teaching theory are constructed in this paper 论文对“历史探究模式”教学理论的可行性进行了论证，构建了“历史探究模式”下了课堂教学的准备策略、探究式的教学行为策略、课堂管理的策略、概念教学的评价策略。
First , it divides the development of study of effective classroom management behavior into different historical stages , and summarizes the basic characteristics of the research in each historical stage . then , it introduces the theory construction and models of effective classroom management behavior in foreign countries , concluding that these theories and models have their advantages and disadvantages , and synthesis of them is desired in application . third , it makes a prediction of the future tendency of the study of effective classroom management behavior , claiming that effective classroom management behavior in the future will devote more attention to the student , attaching great importance to the classroom interaction , to the pluralism of the theoretical orientation and to the motivation of the student as well 首先对有效课堂管理行为研究的发展历史进行了阶段划分，对每一阶段研究的基本特点进行了总结；其次，对国外有效课堂管理行为的理论构建与模式进行了介绍，认为各种理论模式各有优劣，应综合运用；第三，对有效课堂管理行为研究的未来趋势进行了预测，提出了未来的有效课堂管理行为将更加关注学生，重视课堂中的交往与互动，重视理论取向的多元化和对学生的激励。
On the basis of the reflections upon the research of effective classroom management behavior , the present study reexamines the theory of effective classroom management behavior , with the purpose of constructing the theory and the model of effective classroom management behavior which are applicable to the special context in our country 本研究是在对课堂管理行为研究的反思的基础上，重新审视其理论，以求构建适合于我国具体情况的有效课堂管理行为理论与模式。
Finally they connect the grades with the teachers " salary , the professional post ' s appraisal and soon , in such atmosphere , the teachers have to pay more attention to the language points in the classroom teaching . the important things in the teaching programs are to detail the outlines for the language knowledge , to collect the good examination questions , and print them in the papers as the teaching materials . then the teachers force the students to read and learn them by heart . the teachers wo n ' t waste time in reforming the method of teaching , what they want is the high teaching efficiency by controlling the learning a ction with strict class disciplines 教学模式单一，教学任务极大地简化了，变成了可操作性步骤：拟订详细的讲课提纲，收集模拟试题，将重点、疑难点问题做成讲义发给学生，组织学生反复练习，最后烂熟于心。为了追求“教学效率”课堂管理也就成为对课堂违纪行为的严格控制，并在控制过程中，不断地标定并制造着偏差学生，人为地造成了英语教学两极分化严重的现象。
