A Study On Correlation Among Classroom Environment Perception,deep Learning And English Achievement Of Junior High School Students

English Curriculum Standards for Compulsory Education(2022edition)advocates that English teaching should gradually develop students’ logical thinking,dialectical thinking,innovative consciousness,and cultivate students’ core competencies.This coincides with the concept of deep learning.Relevant studies show that students’ deep learning is not only entirely determined by internal factors,but also depends on environmental factors.In this sense,students’ perception of classroom environment becomes an important contributor to students’ deep learning.However,most of the previous studies focused on the pair’s relationship among classroom environment perception,deep learning and English achievement,and the research subjects were mainly college students and senior high school students.Based on constructivism theory,cognitive assimilation theory and field dynamics theory,this study aims at exploring the relationship among junior middle school students’ English classroom environment perception,deep learning and English achievement,trying to reveal the correlation and interaction among them.This study combined quantitative with qualitative research methods,274 students from a junior high school in Hohhot were selected as the research objects,and the research data was collected through the questionniares of students,the interviews of teachers and students,English examinations,intending to answer the following three research questions: 1.What is the current situation of classroom environment perception of junior high school students? Are there any differences among students’ classroom environment perception in different grades? If yes,what are the differences? 2.What is the current situation of deep learning of junior high school students? Are there any differences among students’ deep learning in different grades? If yes,what are the differences? 3.What are the correlations among deep learning,classroom environment perception and English achievement of junior high school students? In this study,the quantitative data from the questionnaires is analyzed by SPSS24.0,such as descriptive statistics,one-way variance,pearson correlation,and regression analysis.The results show that: first and foremost,the current situation of classroom environment perception of junior high school students in English learning is at a high level(M=4.91).Among the five dimensions,students show the best perception in the dimension of teacher support(M=5.21)and the lowest perception in the aspect of student cohesiveness(M=4.03).In addition,there are significant differences in English classroom environment perception among students in different grades.Students in Grade 2 have better classroom perception than those in Grade 1 and Grade 3.Secondly,the status quo of English deep learning of junior high school students is at a relatively intermediate level(M=4.46).Among the four dimensions,deep learning motivation ranks first(M=4.82),but the learning strategy is relatively lower(M=4.33).Besides,there are significant differences in English deep learning among junior high school students in different grades.The level of deep learning among students in Grade 3 is higher than that of Grade 1 and Grade 2.Thirdly,there is a significant positive correlation between classroom environment and deep learning;classroom environment perception also has clear correlations with English achievement and there exists a significant positive correlation between deep learning and English achievement.Through the regression analysis,it is apparently known that classroom environment perception and deep learning can significantly predict English achievement.Based on the above research results,this study not only further confirms the importance of classroom environment perception and deep learning ability in English learning,but also puts forward specific suggestions for English teaching in junior high schools from the perspective of classroom environment perception and deep learning.The suggestions mainly include four parts.It is advisible for teachers to build an orderly classroom environment,optimize teaching designs constantly so as to promote students’ deep learning,combine the construction of English classroom environment with deep teaching so that students can perceive classroom and transfer what they have learned in real situations and implement hierarchical teaching according to students’ aptitudes.