Abstract

 

New curriculum reform is based on the development of students and put emphasis on the integration of "knowledge and skills, process and methods, emotion, attitude and values". However, traditional teaching method makes students accept knowledge passively and practice mechanically. It is still a widespread issue that teachers play a dominant role in English class teaching. 

Promoting students’ participation in class is one aspect of the “student-centered” principles reflected in classroom teaching. After observing certain amount of English classes in junior high school, I find that most excellent students are unwilling to take an active part in classroom activities and a lot of students whose English is poor cannot concentrate on English class. Under such a circumstance, it is really necessary to do a research on students’ participation and concentration in English class in junior high school. The purpose of this paper is to give some suggestions about how to improve students’ participation and concentration in English class in junior high school according to some factors which have an effect on students participation and concentration and try to do some experiment to test whether these suggestions are feasible or not.

Some questionnaires as well as classroom observation and interview are used in this study. Students from two classes in Hangzhou Cuiyuan Junior High School are asked to be the subjects of investigation.

Then three aspects are investigated and analyzed about students’ concentration and participation in English class in junior high school: observe and analyze students’ personality, interests and learning habits; interview and observe the relationship between teacher and students; observe and analyze teacher’ teaching strategy(the lead-in and end up of the class, the processing of teaching contents, etc.)

The result of the investigation shows that those outgoing and enthusiastic students or those students with good interests or good learning habits take a more active part in class, otherwise, lower. The relationship between teacher and students play a less important role in students’ participation and concentration in English class, but it is related to students’ after-class study. The teaching strategy teacher adapts has a prominent influence on students’ participation and concentration. 

Based on the above-mentioned research result, this study took some experiment on teachers’ teaching strategy (situation teaching strategy, the strategy of lead-in and end-up of the class) and found out that students’ participation and concentration were improved when teacher created situation to let students have their personal experience. By adopting various kinds of ways of lea-in and end-up, students can pay more attention on the beginning and the end of the class (especially the end) than before.

 

Keyword: new curriculum reform; students’ Participation and Concentration in English Class in Junior high school; teaching strategy

 

Contents

Abstract

摘  要

1. Introduction-1

1.1 purpose and significance of the study-1

1.2 background of the study-1

1.2.1 The new request for English learners in junior high school of NEC-1

1.2.2 The importance of improving students’ participation and concentration in English class in junior high school.-2

2. Literature Review-3

2.1 introduction-3

2.2 review-3

2.2.1 Domestic and foreign researches about problems existed in English class-3

2.2.2 Domestic and foreign researches about causes of classroom silence and ways to improve students’ participation-5

2.2.3 Domestic and foreign researches about causes of classroom distraction and ways to improve students’ concentration-7

2.3 conclusion-7

3. Research procedure and data analysis-8

3.1 definition-8

3.1.1 Definition of participation-8

3.1.1 Definition of concentration-8

3.2 the factors influence students’ participation and concentration in English class-8

3.2.1 Objective of investigation-8

3.2.2 Methods of investigation-8

3.2.2.1 Questionnaire-8

3.2.2.2 Observation-8

3.2.2.3 Interview-9

3.2.2.4 Procedure-9

3.2.3 Result-9

3.2.3.1 The situation of students’ participation and concentration in English class-9

3.2.3.2 Whether students’ interests, personality and learning habits influence students’ participation and concentration in English class-10

3.2.3.3 Whether the relationship between teacher and students influence students’ participation and concentration in English class-11

3.2.3.4 Whether teachers’ teaching strategy influence students’ participation and concentration in English class.-12

4. Data analysis and academic discussion-14

4.1-situation teaching strategy-14

4.1.1 Experiment 1-14

4.1.2 Analysis of the result-14

4.2 the strategy of lead-in and end-up of the class-15

4.2.2 Experiment 2-15

4.2.2 Analysis of the result-16

5. Conclusion-17

5.1 major finding-17

5.2 limitations of the study and Future expectations of the study-17

Reference-18

Appendices-20

承  诺  书-22