An Empirical Research Of Correlation Between Class Size And Students’ Emotional Development Correlation In Compulsory Education

In2010,"China’s12th Five Year Plan" and "National education reform and development program for medium and long term" put forward a clear objective of Chinese education development, which are all required to promote education fairness and improve education quality. Students are the core of the education, the students’development is the fundamental element to promote and improve the quality of the education. Especially, students will have more learning interest and strengthener social interaction if they have good emotional development. Meanwhile, the class is not only the basic organization structure, but also the basic elements of the school education structure system; at same time, class size is the significant indicator of education resource allocation. Therefore, surveying the moderate class size of compulsory education phase and discussing the correlation between class size and students’emotional development in the view of promoting students’emotional development will help to clarify the key factors to promote the students’emotional development and prompt compulsory education "to be fair, to be quality" as well.Theoretical basis of this thesis is scale economics. The study is object to class size and students’emotional development of6compulsory education schools in3specimen districts in Shanghai by historical analysis, survey methodology and empirical analysis. Depends on theoretical basis and objective reality, the class size is divided into five intervals:less than20people,21-26,25-30,31-35and36people and above. Students’emotional development is divided into three dimensions:character development, learning attitude and interpersonal interaction; and then these three dimensions were refined into eight specific indicators. Questionnaire and interview outline are consistent with the above. In the process of research, this study used literature study as the foundation, survey data as the basis, and SPSS17.0and MICROSOFT EXCEL2007as the tools. At first, to do preliminary statistics on survey data; secondly, to analyze the correlation of class size and students’emotional development as well as its significant level; and then work out the standard scores of students’emotional development in different class sizes; at last, put forward the corresponding countermeasures.The study gets three main conclusions. Firstly, if the students’emotional development is the income of compulsory education, it is in accord with the general rule of scale economics. Secondly, more specific to the indicators, life attitude, innovative thinking and students’ relationship is positive correlation with class size respectively; moral quality, learning interest, teachers-students relationship and class identity is negative correlation with class size respectively; emotional management and class size have no relation. Thirdly, the class with26-30students is more widespread in the3specimen districts in Shanghai, and the whole state of Students’ emotional development is much better in this class size.There is certain scope limitation in the conclusions of this study. Because all the data are all collected from the3specimen districts in Shanghai, the conclusion of the correlation analysis is only applicable to the sample area, which does not have popularized significance. In other words, the main goal of the study is exploring new direction of compulsory education resource allocation through the correlation analysis between class size and students’ emotional development. For further steps, the study is useful to find a new way to help compulsory education more fair and more quality.