A Study Of Classroom Culture In English Lessons Of Junior High School From The Perspective Of Democracy

Classroom culture,an important part of classroom teaching,can influence teachers’ teaching,students’ learning and classroom teaching quality significantly.Classroom culture under the perspective of democracy has important educational value,which is helpful for teachers and researchers to learn the time distribution of class discourse between teachers and students,the students’ interest towards activities in the classroom,the teacher-student relationship and the classroom atmosphere.However,most researchers study the classroom culture from the perspectives of society,effective teaching theory,construction and criticism,the number of researchers who study classroom culture from the perspective of democracy is very small.We know the English learning in junior high school for students’ future development is very important.Therefore,this study is aimed to observe and study classroom culture in the English classroom of junior high school from the perspective of democracy,so as to urge the English teachers in junior high school to pay more attention to classroom culture under the perspective of democracy,and improve teachers’ teaching,students’ learning and classroom teaching quality.This study uses the classroom observation method and selects the nine English classes from the 11 th National High-Quality Junior English Classroom Teaching Cases as the research subjects to observe and study the classroom culture of the nine English classes from the perspective of democracy.Based on the observation points of classroom culture under the perspective of democracy,this study includes three research questions:(1)What is the time distribution of teachers’ class discourse and students’ class discourse in the English classroom of junior high school from the perspective of democracy?(2)What is the degree of students’ classroom participation in the English classroom of junior high school from the perspective of democracy?(3)What are the behaviors between teachers and students in the English classroom of junior high school from the perspective of democracy?By observing the nine English classes as well as collecting and analyzing data,this study draws the following conclusions: First,the total time of teachers’ class discourse is more than the total time of students’ class discourse in most cases,which means teachers master the speaking right.And teachers spend less time for questioning and feedback.Second,students’ classroom participation degree is a little low.Most teachers pursue the number and time of classroom activities blindly,ignoring students’ thinking time during classroom activities.Finally,most teachers in the English classroom of junior high school frequently use the type of calling the roll,and the seating arrangements in the nine English classes are all orderly rows.Here are some suggestions for English teachers in junior high school according to the conclusions in this study: First,they should enrich the content of questioning and feedback language,strengthen students’ class discourse power as well as encourage students to output language actively.Second,they should not pursue the number and time of classroom activities much.Instead,they should increase the interest of classroom activities,grasp the time of activities reasonably,and leave students enough thinking time during activities participation.Finally,they should choose more democratic ways of questioning like hand up and group selection.And in the case of a small number of students in a classroom,seating arrangements like circles,horseshoes or separate tables can be adopted to facilitate the teacher-student interaction and student-student interaction.