A Study On Elementary Students Engagement In Chinese Classes

Student engagement in classes and learning effect are closely related. Students which active learning in the classes are more likely to acquire knowledge and skills efficiently, get a better emotional experience. Chinese learning in classes should focus on students learning ways, to develop an ability which requires students to actively participate in class activities, only real participation, get the methods and strengthen skills. It should also focus on training the learning emotions, attitudes and values, which is a spiritual cultivation, only students initiative to integrate into classroom learning from the heart, will enhance students’ emotional literacy. So it is particularly important for the students take the initiative to participate in Chinese classes.The investigation of student engagement in Chinese classes could fully understand the learning state, found the main problems of the state, analyze and summarized the reasons, then adjust the teaching strategies timely and accurately, help students change the learning attitude, improve the learning initiative and promote the learning effect.This study selected the fifth and sixth grade students and Chinese teachers of two primary schools in Shenbei Area for the survey. Departure from the learning situation of pupils, do systematical research to some related issues,by questionnaire investigation, classroom observation and interview method. The result shows that the problems mainly expressed in the follow aspects: in behavioral engagement, passive learning behavior and mild problem behavior; in cognitive engagement, lack of the consciousness of cooperative learning and the low ability of reflect and summarize; in emotional engagement, the negative attitude to the task and lack of the self-confidence of learning. On the basis of relevant literature and the actual investigation, I summed up the causes of the above problems. Based on a detailed analysis of the reasons, some strategies are put forward which include: cultivate students independent study habits; enhance the fun of teaching activities; actively organize students to cooperative learning; create situational teaching atmosphere which is benefit for student engagement; mobilize student positive emotion with evaluation.