Development Of Healthy Personality Of Middle School Students

No subject in the field of psychology is more fascinating than personality. Tremendous research has been done on the topic and the term personality has been defined by various researchers who worked on the issue of personality and the variables influencing its developments, but no final conclusions have been drawn because the human personality is so complex a phenomenon that it can be interpreted in many ways. This thesis proposes from the view point of English Teaching and Learning that a healthy personality can be defined in the following three facets, namely:a) Students' harmonious inner development;b) Students' harmonious interaction with the outer world;c) Students' self-actualization within reasonable limits.This thesis explores such notable personality factors as anxiety, self-confidence, cooperation, motivation and happiness, which influence students' English learning to varying degrees. Since healthy personality is such an important matter, this thesis continues to discuss how developing students' healthy personality in class teaching can help their English learning.A research was done to study the relationship between students' personality factors and their English learning. Questionnaires and English Tests were employed in the research. 268 students from an ordinary middle school took part in it. The thesis consists of five major chapters. Comparative analysis was employed to analyze the data collected in the research.The first chapter is about the definition of personality. A healthypersonality includes the following three facets --students'harmonious inner development, students' harmonious interaction withthe outer world and students' self-actualization within reasonable limits.The second chapter is about the theoretical bases, introducing the study in this field abroad and at home. The researches abroad include Frikson's stage theory guiding personality development, the educational objectives in the cognitive, affective and psyehomotor domains, and Carl Rogers and Maslow's humanistic theories. The researches in China include Quality-Oriented Education requirements and the objectives of English Curriculum Standards in school English teaching.The third chapter focuses on personality factors affecting students' English learning such as motivation, self-confidence, anxiety, cooperation and happiness. It also explores how these factors such as high anxiety; little happiness; Jess self-confidence and weak cooperation are negatively related to their English learning. The results show that students' negative personality factors obstruct their English learning while healthy and positive personality development can help and facilitate their English learning.The fourth chapter discusses how English teachers plan and implement the personality development objectives in the cognitive leaching in order to foster healthy personality development.The fifth chapter is about the results and analysis of the research statistics. It discusses the relationship between students' personality development and their learning achievements.Finally, the conclusion is drawn. From the statistical analysis of the data collected. In the research I came to the conclusion that it is possible for English teachers to develop students' healthy personality by implementing planned personality development objectives in the cognitive teaching to promote students' English learning. Therefore, there is an urgent need for planning on purpose for the students'healthy personality development such as fostering their interest and motivation to learn, developing their cooperation awareness and release.