A Study On The Relationship Between Classroom Space Shape Preference And Place Recognition In Middle School Students

Classroom space form is the distribution in order to complete a certain task of teaching, which goes beyond the connotation and extension of traditional teaching organization. In connotation terms, the former focuses on the spatial distribution about teachers and students, while the latter refers to the organized teaching process. In extension terms, the former mainly includes seedling, rectangular, cooperative group and so on, the latter mainly includes the traditional class system such as Dalton and other organizational forms.A long period of time, scholars only look at classroom space form in the respect of teaching organization, considering classroom space form mainly services for teaching. From the perspective of ecological psychology, classroom space form involves not only the interaction and communication between teachers and students, but also involves students’ emotional experience, self-evaluation, class and school identity and other issues.This study will explore the relationship between the classroom space form and the students’mental capacity.This study consists of three major researches:First research works out a questionnaire about middle school students’attitudes toward class on the basis of the existing literature and study. Through the data analysis of the open questionnaire, the preliminary questionnaire is done. Through a series of analysis such as item analysis, the text of reliability and validity, the formal questionnaire completed at last.Second research is to explore the classroom space form preference and place identity about students from two middle school by questionnaire.Third research studies is to further explore the relationship between classroom space form and place identity.We got the following conclusions:(1) The open questionnaire about students’attitude towards class provides a good framework.(2)The questionnaire about middle school students’space form preference consists of20questions. It refers to students’choice tendency in different situations. The place identity scale contains of16questions, including continuity, distinctiveness. self-efficacy, self-esteem four dimensions, using a five-point scoring method.(3)Classroom space preference exists differences in gender, academic scores, existing no differences in grade.(4)Place identity exists differences in gender, grade, academic achievement.(5) The factors of courses and teachers have influence on classroom space preference;(6)Students’ place identity is different in different space form. Students in seeding form have higher place identity than students in rectangular form.(7)Classroom space form has ability to predict place identity.Based on the above conclusions, we draw the following recommendations:(1)We should focus on continuity of the educational experience. When using non-traditional forms of classroom space, it’s better to start from the beginning stage of education. Students can learn well how to study and communicate.(2)We should concern mental polarization of the students in non-traditional classroom space. Especially for students who have difficulties in learning,teachers need paying more attention, encouraging good behaviour of study.At the same time, teachers should pay attention to observe the changes of students’inner experience.(3)We should focus on unifying students’experience and behavior,eliminating students’ ambivalence. Also, we should try to solve the inherent flaws of different forms.(4)We should focus on students’emotion, increasing students’identity. Ensuring to make students feel safe, love and being respected.