Research On Building Happy Classes In The Middle School

In the1980s, with the economic development, more and more migrant workers poured into the city, they played an active role in economic and social development of those areas, and a compound community which is called Rural-Urban fringe emerged between the urban and the rural areas, accompanied with the problems of safety, management and children’s education, among which the children’s education latter is becoming a hot spot of social attention. As for the different uneven widespread of English in different regions in China, the migrant workers’ children’s English levels are uneven, too. Together with the entrance pressure of high school, students lose their interest in learning English with age, which brings great challenge to our English teaching. It is urgent for us to stimulate students’ interest in learning English, build a happy English class to let students study happily and diminish the gaps between schools in our area.In this thesis, the author analyzed the students’ interest in learning English, the reasons for their varied interest, their levels of English, ways of learning English, the feelings in the English class and reasons She found out the factors affecting the happy English classes, summed up through practice four strategies which benefited the happy English classes. That is:the strategy of class organization, the strategy of questioning, the strategy of encouragement and the strategy of reflection.Practice shows that happy English classes not only can improve the students’ interest in learning English, improve the students’ grades, but also upgrade teacher’s professional development and build up the excellent courses.The paper consists six parts:the first part is prolegomenon introducing the background and the significance of the research. Chapter One is a view of literature, introducing the current situations home and abroad as well as the definitions of happy English classes and its features. Chapter Two is a survey about the students’ English learning situation at the author’s school. Chapter Three is the analysis about the students’ English learning situation at the author’s school. Chapter Four is the details of the experiment including the processes of it and analysis of the statistics. Chapter Five is the reflection of the experiment which sums up some effective strategies of happy English classes and its shortages.