A Probe of the Effects of Class Atmosphere on Teaching Results in English Teaching of Middle School.doc

《A Probe of the Effects of Class Atmosphere on Teaching Results in English Teaching of Middle School.doc》由会员分享，可在线阅读，更多相关《A Probe of the Effects of Class Atmosphere on Teaching Results in English Teaching of Middle School.doc（12页珍藏版）》请在三一办公上搜索。

1、对中学英语教学中课堂气氛对教学效果影响的探索A Probe of the Effects of Class Atmosphere on Teaching Results in English Teaching of Middle SchoolAbstract: This thesis, mainly researches the effects of class atmosphere on teaching results, analyzes the changes of students learning results and put forward the following ideas

2、: Firstly, students learning results are greatly influenced by the class atmosphere. If students can learn in a positive class atmosphere, students study tendency will be active and efficient. Secondly, the correlation between students study and teachers positive creating of good class atmosphere, t

3、hat is to say, teachers, positively forming a good class atmosphere can promote students study. All in all, it is concluded that a good class atmosphere is benefit for students study. With the teachers great efforts and a good class atmosphere, learners will have confidence in studying English and c

4、an be promoted greatly for their English competence. So, English class atmosphere has great influences on the teaching results and teachers should pay more attention to create the class atmosphere.Keywords: English teachers; class atmosphere; teaching results；effect; students;摘 要： 在本篇论文中，作者研究了课堂气氛对教

5、学效果的影响，然后分析学生学习效果的变化，并且得到以下几个观点：第一，学生的学习效果极大的受课堂气氛的影响，如果学生在老师创建的一种积极的课堂气氛中学习，学生的学习倾向将会是积极主动和有效的。第二，老师积极营造课堂气氛是和学生学习很有关联的。也就是说，教师积极营造好的课堂气氛可以促进学生去学习。最终我们可以得到，教师的努力和积极去创建一种好的课堂气氛可以帮助教师得到更好的教学教果。学生也更有自信去学习英语，包括可以自己自信的去背单词，掌握语法，句法等，从而提高他们的的能力。因此，我们可以知道中学英语课堂气氛对教学效果有巨大的影响，好的课堂气氛能够促进他们的学习。所以，我们的老师更应该多加关注如

6、何去营造课堂气氛。 关键词： 中学英语教师; 课堂气氛; 教学效果; 影响; 学生ContentsI. Introduction.1II. Literature Review.1 A .Definitions .1 1. Definitions of class atmosphere.2 2. Techniques of class management.2 B. Relationship2 1. Relationship between English teaching and language learning3 2. Relationship between class atmosphe

7、re and teaching results3III .Different Class Atmosphere and Teaching Results.4A. Three types of class atmosphere.4B. Teaching results.4C. Ways of creating an active class atmosphere.5IV. Conclusion. 8Works Cited.10I. IntroductionEnglish teaching is an activity which is the combination of the multi-f

8、unctions and comprehensive usage of various sense organs. In this process, how to stir up the students learning motivation and study activity is important to teach effectively for an English teacher. A good English class atmosphere can help teachers efficiently stir up the students enthusiasm and st

9、udy motivation, especially help to achieve the best teaching results. Consequently, many scholars pay much attention on how to create a good class atmosphere and achieve good teaching results As is known to all, teachers are the guider in the process of teaching; they play an essential part in it; t

10、heir language and actions influence students study in a certain aspect negatively or positively.In China, there are thousands of millions of English learners. However, many of them can not master this language well though they have spent a large of time, energy and money on it. Researches show the m

11、ain reason is that they are lack of a kind of language environment and good class atmosphere in English study. The relationship between class atmosphere and teaching results are very important in language teaching. Different class atmosphere can give rise to different teaching results. Good class at

12、mosphere can arouse the students study interests and improve teachers teaching results. On the contrary, bad class atmosphere can not benefit for students. Meanwhile, class atmosphere is meaningful for our teacher. In this paper, let the English teachers know that a successful teacher should always

13、be ready to keep regular contact with new idea and their class application. The significances of this paper do only draw teachers attention to enhancing their teaching ability but also let the English learners know more knowledge of English teaching and the important relationships between class atmo

14、sphere and teaching results.II. Literature Review A. Definitions1. Definitions of class atmosphereClass atmosphere actually is a kind of mental state between teachers and students. It is an emotional and affection experience under a teaching situation. This kind of experience is very obvious in the

15、interaction between teacher and students (Huang 20).2. Techniques of class managementHow can English teachers use knowledge of classroom management to create opportunities for students to interact in English in meaningful ways? This problem exists in English teaching in middle school. “I emphasize t

16、hat classroom management is a personal and creative endeavor in which a complex set of factors are combined and constantly tested through classroom use” (Wu 20).Here are some techniques of classroom management to create a class atmosphere:a. Teachers talk: It can be argued that in many foreign langu

17、age classrooms, teachers talk is important in providing learners with the only substantial live target language input they are likely to receive. b. The teachers questions: There is not doubt that knowledge about questioning behaviors can benefit teachers who want to provide chances for students to

18、interact in English in meaningful ways.c. Giving instructions: The way we give instructions is another aspect of managing a classroom, and it is worth taking time to consider how we can make our instructions clear to the students and at the same time provide opportunities through the instructions fo

19、r students to interact in meaningful ways.B. Relationship1. Relationship between English teaching and language learningTeaching can not be defined apart from learning. Teaching is to guide and facilitate learning. Our understanding of how the learners learn will determine our teaching philosophy, te

20、aching style, teaching methods and classroom techniques. If, as B.F Skinner says, we look at learning as a process through a carefully paced program of reinforcement, we will teach accordingly. We view language learning basically as a deductive rather than let them discover those rules inductively.

21、A teaching theory, in harmony with our learner, and integrated understanding of the learner and of the subject matter to be learned, will point the way to successful procedures on a given day for given learners under the various constraints of the particular context of learning.Learners are an impor

22、tant variable in foreign language teaching. The learner motivation, intelligence, language aptitude, educational level, age, sex, learning strategies, individual differences, etc. all play a part in foreign language teaching and influence their learning results (Willis 997). 2. Relationship between

23、class atmosphere and teaching resultsWhen we talk about class atmosphere, we must link it to the management of interaction. Class management is also an important factor in class atmosphere. Class management refers to the ways of behavior, movement and interaction during a lesson, which is organized

24、and controlled by the teacher to enable teaching to take place most effectively. Good managerial skills on the part of teacher are an essential component for good teaching. In a well-managed class, discipline problems are few, and learners are actively engaged in learning tasks and activities; this

25、contributes to high motivation and expectation for success.Creating a positive classroom climate in structuring the foreign language learning environment, the teacher needs to be a manager, who facilitates language acquisition; a resource developer who uses to the greatest advantage target and nativ

26、e language, materials and technology; and an analyzer who observes and evaluates what is happening in the classroom (Shu 249).Class management is the strategy that teachers need to organize the complex classroom life to create positive learning environment. The discussion on the teacherss roles in t

27、he language classroom is also important for class atmosphere. Different assumptions about the teachers roles will stipulate different classroom management policies; and different methodologies entail the adoption of different teacher roles. Borrowing Harmers concepts of the teachers roles as a contr

28、oller, an assessor, an organizer, a prompter, a participant and a resource-provider, we believe teachers are multi-functional in the language classroom. This is especially true in the implementation of the new English curriculum (Wang 36).From their theories, we can find that class management has so

29、mething to do with the teacher, the students, and teaching activities. However, as modern technology has been introduced into the classroom teaching, management of the teaching equipment has become one of the concerns for classroom management too. Therefore, classroom management may include the mana

30、gement of teacher-student relationships, the management of class atmosphere interaction, and the management of teaching equipment. Among them, the teachers and the students play important roles in class activities.III. Different class atmosphere and teaching results.A. Three types of class atmospher

31、eIn order to study the effects of class atmosphere on the teaching results, three different types of class atmosphere are compared as following:1. Resistant class atmosphere. In this class, the teacher has no control over the students, and the class disciplines are disordered. When we talk about the

32、 advantages of teachers control, we stick to appropriate degree of control. Over- control will do no less harm to student than no control at all. Besides, different activities need different degrees of control. Some teachers use terms like controlled practice, half-controlled practice, and free-cont

33、rolled practice to indicate where control is needed and where control should be relaxed. We believe that the more communicative an activity is, the less control is needs. 2. Active class atmosphere. The active class atmosphere, which is the teachers demands are just be right to the students. That is

34、 to say, the active class atmosphere is the combination of serenity and active, loose and strict.3. Negative class atmosphere. In negative class atmosphere, the obvious characteristic is that the teacher is so strict with students, and their tone is also very stern or their attitude is not very kind

35、. So, the students will feel depressed, nervous and antipathy.B. Teaching resultsThe teaching results will be different under the different class atmospheres. Through the studying of the different class atmospheres types, conclusion can be drawn that class atmosphere has great influences on teaching

36、 results.1. In a resistant class atmosphere. As the teacher is not strict with the students requests and the class disciplines are disordered. In this kind of class atmosphere, students are too excited to do their own things even break in teachers talk. Sometimes, they will make trouble in the class

37、 intentionally. Therefore, the teacher can not control the class. In this class, no matter how clear the teacher teaching purpose will be or how well the teaching methods will be. The teaching results is also fruitless. 2. In active class atmosphere. As a matter of fact, the students like learning i

38、n a kind of happy and comfortable class atmosphere. And the teacher plays a role of guider. They teach students how to learn and how to think about the question. In this class, the students can not feel so bored and the teacher will not feel dull in teaching. Students can listen to the lesson carefu

39、lly and answer some questions actively in class. And the interaction between teacher and students are very obvious. Meanwhile, the students can enhance their study ability in this class atmosphere. So, the teaching result is very satisfactory. 3. Negative class atmosphere. In the class, students are

40、 too nervous to listen to the lesson, even they are afraid that the teacher will loose their temper easily. As we know, too many worries will disturb students attention, memory and thinking etc. As a result, the negative class atmosphere is not benefit for students but make students hate learning. A

41、ll in all, both students and English teachers think that a positive class atmosphere is good for students study. In a comfortable and good class atmosphere, students even dare to answer questions freely and bravely, and gain confidence. In a positive class atmosphere, students study tendency will be

42、 active and efficient. Secondly, the correlation between students study and positive class atmosphere is obvious. Teachers are positively building a good class atmosphere so that they can promote students study. C. Ways of creating an active class atmosphere From the above analysis, conclusion can b

43、e drawn that a good class management and class atmosphere are benefit for teaching results. So, teachers should be very good at mastering this way to create a good class atmosphere in English class and help students to interest in their lesson and improve their study. However, some teachers make no

44、plan for their class management, and neglect the effectiveness of organizing class and pay little attention to creating a very happy and harmonious class atmosphere but stress on their marks or some set of dead rules. In order to cultivate their interest in English study under a good class atmospher

45、e, teachers should choose proper, efficient and effective teaching methods to make better plans for their teaching and class management.1. Let students be in the center of class activities. Taking students as the center is an important process in class teaching. The students activities and initiativ

46、es are the key to deciding teaching quality, but the teachers predominant function decides the students interests and activities. While in the traditional methods, the teacher will monopolize the whole class. That is, the teacher is the actor and the student is the audience; or only the teacher asks

47、 some questions in class and the students just answer them. Class atmosphere become more and more depressing without the students participation. Therefore, organizing the class should base on the class reality. That is, teacher should create various language environments for students instead of teac

48、hing without any language environment. Whats more, teacher can provide more opportunities for the students and let them be in the center in English class. Teacher can make the best use of classroom learning environment to provide sufficient language input and practice for students, and give more chances to students to express the