The Research On Students’ Participation Of English Classroom Teaching In Junior High School

The fundamental concept of the new curriculum standard isa representation of the principle “change the precedingmethodology which gives priority to teacher’s teaching”,establishing the guiding ideology of regarding all the studentsas the main body. Moreover, promoting students’ participationwhich is one aspect of the “student-centered” principle, alsodirectly mirrored in classroom teaching. In recent years, quitea few scholars have paid great attention to and researched theconcept of “students’ participation”. However, most of theirobjects of study focused on undergraduate students,vocational college students and high school students, merelyreferred to senior school student. And the study of Englishsubject is also a gap. Therefore, the study on middle schoolstudents’ participation in English classroom teaching is notonly the voice of the times, but also the need of reality. In viewof this, this thesis undertakes the research on students’ participation of English classroom teaching in junior highschool.This study mainly used questionnaire, literature methodand classroom observation. Firstly, an investigation wasselected to two classes in Jishan Experimental Middle Schoolof Yuncheng. And this study defined the conception aboutstudent participation of junior middle school in Englishclassroom teaching.It is defined as a tendency of behaviorshown by students in terms of psychology and behavior inteaching activities of English class, and is an activity ofstudents who initiatively adjust their own cognition,emotionand behavior to realize teaching targets.It includes threedimensions:behavioral participation, cognitive participationand emotional participation. Then the three aspects areinvestigated and analyzed about student participation inEnglish classroom teaching of junior middle school:(1)Investigate the overall of student participation whichincludes behavioral participation, cognitive participation andemotional participation under the basic concept of the newcurriculum;(2)Investigate and analyzed this question aboutwhether different class type﹑different gender and personalityaffect student participation who are in junior middle school among the three dimensions and what’s the difference;(3)Investigate and analyzed whether there is a correlationbetween behavioral participation, cognitive participation andemotional participation about student participation.The investigation discovered that:（1）The overall situationof English classroom teaching in junior middle school is:students’ participation in English class are more inclined tocognitive and emotional participation.（2）Ordinary class andexperimental class manifest no remarkable differences inbehavioral, cognitive and emotional participations. Studentswith distinctive personalities don’t have significant differencesin behavioral and emotional participations. Nevertheless, thereare some differences in the aspect of cognitive participation.（3）Generally speaking, the three dimensions: behavioral,cognitive and emotional participation don’t have anysignificant correlations. But the specific variables whichconstitute the three dimensions have remarkable correlations.Finally, in the light of the investigation, the authorexamines the results and puts forward some suggestions forEnglish teachers on how to improve the level of students’participation in the teaching process in junior middle school.