An Empirical Research On The English-learning Emotional Attitude Of High School Students Under The Teaching Mode Of Role Exchange Between Teacher And Students

Since the reform of education system, China has laid increasingly great emphasis onEnglish education. Guided by the thought of education for all-around development andthe objective of improving the quality of education, China has started its new coursereform of basic education. Taking the example of English course, the state has issued the“Criteria of English course (trial version)” and advocates that English course should befor all students and student-centered. It also calls for paying attention to the students’emotional attitudes and helping them to form effective self-learning strategies. Thesenew teaching concepts, not only highlight the humanism and instrumental features ofEnglish course, but also help cultivate students’ basic language skills and thinkingabilities.However, throughout the survey, it is found that at present most of the high schoolEnglish teaching is still teacher-centered, which couldn’t reflect the main status ofstudents. Traditional English teaching methods still exist: lessons are mainly dominatedby teachers who rarely interact with students, and it can hardly mobilize the enthusiasmof students and stimulate the students’ innovational thinking. The Traditional teachingmethods are not favorable for the development of students’ potentials, as well as theirbody and mind. Under the teaching mode of role exchange between teacher and students,the author studies the emotional attitude of high school students such as motive andinterest, confidence and will, cooperation spirit in English learning, which combines the course objective structure of the New Course Criterion, so as to offer effective measuresfor new course reform.The thesis starts from the research status of emotional attitude at home and abroad,based on the relevant theory of role exchange between teachers and students. And then ittakes the two parallel class of high school as the experiment object. The teaching modelin the experimental class uses the teaching mode of role exchange between teachers andstudents, and in comparative classes, the use of the traditional teaching mode is involved.It is verified by the experiment that students in the experimental class evidentlyperformed much better than those in the control class. Besides, students in theexperimental class also had great improvements on learning motive, confidence and will,and cooperation spirit. They were more active than before and developed intense interestsin English learning. Class atmosphere also becomes more dynamic.