| As an essential part of life and study, class is an important space for enhancing students’ knowledge, capability, personality, character, aspiration and faith. Class atmosphere is a comprehensive and characterized representation of the common objectives, values, moral qualities and codes of conduct that are formed through long-term cooperation and interaction among class members. Beneficial class atmosphere not only stimulates the zeal and enthusiasm for study, cultures moral sentiment, and cultivates moral characters but also develops an active and motivated class spirit and creates better comprehensive qualities of the students through both physical and mental development.Junior middle school students are in a developmental period from children to teenager. They are changing rapidly physically and mentally, and are easy to be affected by the outside. Creating good class atmosphere can protect students in all aspects which directs students to develop their body and mentality in a correct way. But now, many researches have been done on class atmosphere in education, while researches on comprehensive class atmosphere are quite few. Thus how to create comfortable, harmonious, positive class atmosphere, and how to exert its invisible influence on students become a question that needs our consideration.This research is divided into six parts. The first chapter is preface which demonstrates the results of preparing this research. This research comes from the problems in real teaching and from the reality that class atmosphere is very important to teaching and class regulation. After analyzing some relevant references and documents, I decide the research contents, aims and significance. Chapter two covers the theories related to this research. The analysis and summary of Humanism Education Theory, Group Dynamics Theory and Subject Education Theory indicate three aspects to develop this research: Chapter three is a questionnaire to current status on class atmosphere in middle school. The questionnaire is unfolded in six dimensions: classmate relationship atmosphere, class teacher atmosphere, cohesion atmosphere, culture atmosphere, studying atmosphere and class leader atmosphere. Chapter four analyzes the results of questionnaire, which shows that the construction in class atmosphere has three problems: first, students’ ability in organizing and cooperating is not adequate; second, class regulation lacks democracy and humanity; third, class culture construction lacks more meaningful content. Chapter five proposes advices according to the problems in class atmosphere construction. Chapter six makes a summary on deficiencies of the research and puts forward the outlook of the future. |
