Teachers' Teaching Methods, College Students' Psychological Capital And Classroom Participation: A Cross-level Mediation Mode

College students’ classroom participation is a critical index reflecting the classroom teaching effect,and its level is influenced by many factors,among which the teaching method of teachers is the most critical.In addition,college students’ psychological capital not only spontaneously affects students’ classroom learning behavior,but also is regulated by the teaching methods implemented by teachers,thus showing different levels of participation in classroom activities.Therefore,on the basis of exploring the relationship between psychological capital and classroom participation of first-level college students,this study takes the second-level teacher teaching methods as independent variables and moderating variables,constructs a cross-level adjustment model,and verifies the different influences of "teacher-centered" and "student-centered" teaching methods on the classroom participation level of college students.In this study,67 teachers and 3,388 students from domestic undergraduate colleges and universities were paired with a questionnaire survey.SPSS,AMOS,HLM and other statistical analysis software were used for quantitative analysis and hypothesis testing of the research data.Finally,the following conclusions were drawn:(1)At the level of students,the dimensions of psychological capital,namely,self-efficacy,resilience,hope and responsibility,have a significant positive impact on the level of classroom participation;(2)At the level of teachers,teacher-centered implementation has a positive impact on college students’ classroom participation,while student-centered implementation has a negative impact on college students’ classroom participation.(3)"Student-centered" can positively regulate the relationship between responsibility and classroom participation,while "teacher-centered" can negatively regulate the relationship between the two.After analyzing the data results,it is found that,first of all,in the classroom of Chinese colleges and universities,all dimensions of college students’ psychological capital comprehensively promote the level of class participation;Secondly,compared with "student-centered","teacher-centered" teaching method can improve students’ level of classroom participation.Further investigation of the reasons shows that the learning behavior of Chinese college students has its own particularity.Influenced by the cultural situation,they mostly show the learning characteristics of "calm" and "introverted" in class.Under this characteristic,teachers can guide and explain classroom teaching to a certain extent,in order to effectively enhance the effect of students’ participation;Finally,when using the "student-centered" teaching method,teachers should take notice of cultivating students’ sense of learning responsibility,so as to prevent students from changing their dependence on teachers to their dependence on learning peers.This study reflects on classroom teaching and throws out some teaching suggestions: First,in classroom teaching,teachers should observe the difference of students’ mental state keenly,guide and cultivate students’ positive psychological capital timely,so as to improve the level of students’ classroom participation;Secondly,teachers should change the prejudice that "student-centered" must be superior to "teacher-centered".According to the characteristics of Chinese college students and the local teaching environment,they should treat the frontier teaching methods reasonably and dialectically.Finally,under the "student-centered" teaching method,teachers should pay attention to cultivating students’ sense of learning responsibility,so as to motivate students to positively participate in the class,improve the quality of teaching,and realize the high-quality training of talents in Chinese universities.