An Investigation On The Roles Of Teachers As Mediators In Junior Middle School English Classroom Teaching ——A Case Study Of Zhengzhou No.4 Middle School

Education 2030 Framework for Action published by UNESCO states that teachers,as the core force to realize quality education,should be the guides to lead individuals to acquire the knowledge,skills,values and attitudes needed by the sustainable society,using appropriate pedagogical approaches and supported by information technology（Xu Li et al.,2015）.China underlines that students should be the masters of life and study（the State Council,2019）.Therefore,the roles of teachers only as the disseminators of knowledge cannot meet the requirements of the times,and teachers’ roles should be transformed into mediators to realize the function of empowerment.Feuerstein’s Mediation Theory explains twelve features of mediation to embody the specific roles of teachers as mediators,and points out that teachers,as mediators,can empower learners the ability to support their lifelong development,so as to meet the needs of their own and sustainable society.In order to investigate the roles of mediation implemented by English teachers in junior middle school classroom teaching,and look into the teachers’ and students’ perceptions on the roles of teachers’ mediation in junior middle school English classroom teaching and the factors affecting the implementation of the roles of teachers’ mediation,the author makes a case study in Zhengzhou No.4 Middle School.This thesis aims to discuss:（1）What are the roles of teachers as mediators in junior middle school English classroom teaching?（2）What are the teachers’ and students’ perceptions on the roles of teachers’ mediation in junior middle school English classroom teaching?（3）What are the factors affecting the implementation of the roles of teachers’ mediation in junior middle school English classroom teaching?In order to answer the above questions,the author selects 22 junior middle school English teachers and 237 students in Zhengzhou NO.4 Middle School as the research subjects,and carries out investigation and analysis of the roles of teachers as mediators in junior middle school English classroom teaching by using classroom observation,questionnaire and interview.The results show that:（1）Teachers’ roles of mediation can be well embodied in the following aspects such as “shared intention” “a sense of competence” and “control of own behavior” in junior middle school English classroom teaching.However,when it comes to “significance” “purpose beyond the here and now” and “awareness of change”,the teachers’ performance on these aspects is mediocre.（2）Teachers and students take a positive view of the roles of mediation implemented by teachers in junior middle school English classroom teaching,and recognize the roles of teachers’ mediation as an integral part in junior middle school English classroom teaching.Comparing with other roles of mediation,they attach greater importance to the roles of mediation in the aspects of “shared intention” “a sense of competence” and “control of own behavior”.（3）The roles of teachers’ mediation do not necessarily apply to all the learning tasks.The implementation of teachers’ mediation depends on specific situations and is affected by various factors,among which the grades,types of classes and the students’ learning ability are the main factors affecting the implementation of the roles of teachers’ mediation.