Research Of The Optimization Of Chinese Classroom Psychological Environment In Junior Middle School

Classroom psychological environment is one of the important factors affecting the classroom teaching, to a certain extent, deeply affects the teacher’s teaching effect and student’s learning style and learning attitude, especially the elementary education reform and the promulgation of the new curriculum standard of Chinese, more emphasis the importance of classroom psychological environment for Chinese teaching. While the current study of the psychological environment in classroom around its concept, structure, measuring tools, etc., the psychological environment in classroom study of specific subject is given priority to with math, science, English and other subjects, less in junior middle school language. Therefore, the in-depth understanding of the junior middle school language classroom psychological environment can not only enrich the theory of the psychological environment in classroom, but also help to front-line teachers under the background of the new education reform to re-examine the junior middle school language classroom, and by creating positive classroom psychological environment to promote the students’ language learning and improve the efficiency of language teaching.The research idea of this paper is on the basis of existing research, through the literature analysis, questionnaire survey, classroom observation research methods from the perception of the students to the overall junior middle school language classroom psychological environment and different teaching tasks of Chinese classroom psychological environment, a comprehensive research and analysis, found the gratifying changes and adverse problems, put forward suggestions for the optimization of junior high school Chinese classroom psychological environment.This paper is composed of five parts:First, the introduction part including research origin, research significance and purpose, research review, the definition of related concepts and research methods. Second, the theoretical basis for optimizing the junior middle school language classroom psychological environment is introduced, mainly the constructivist learning theory, people—maching theory and the theory of ecology of education. Three, the current situation of junior middle school language classroom psychological environment investigation and data analysis. Mainly through the students’questionnaires and classroom observation of case analysis, to the student overall perception to the junior middle school language classroom psychological environment and classroom psychological environment under different teaching task, including, classical Chinese teaching, reading teaching and writing teaching under the psychological environment in classroom, to conduct a comprehensive analysis and research. Overall the current situation of junior middle school language classroom psychological environment is:positive classroom goals, harmonious interpersonal relationship:harmonious classroom atmosphere, within the rules of not enough; lack of cooperation, guidance and independent, to explore the weak. The junior middle school language reading teaching classroom psychological environment present situation is the "dialogue" formalism, student participation is not deep; classical Chinese teaching shows that the teaching method is dull and simple, and the students’ interest in classical learning is short, although there are some students’writing interest in writing teaching, the teachers’writing support is insufficient. Four, junior middle school language classroom psychological environment optimization suggestions. Based on the investigation and analysis of the present situation, put forward some corresponding optimization Suggestions:(l)take the student as the reconstruction on the language classroom order. Is mainly to change the management idea, to face the class of "chaos":implement Antecedent Strategies to promote the classroom from i’heteronomy"to self-discipline; rational use of punishment and focus on the use of rewards in the maintenance of order during class.(2) to enhance teachers’ support, to improve teachers’language learning guidance. Mainly by updating the language teacher professional knowledge, grasps the student class learning and individual learning, focus on formative assessment in order to enhance the effectiveness of learning guidance, targeted and accurate. (3) let life be present, and promote students’ classroom participation. According to different teaching tasks, the corresponding measures are carried out in the different problems of middle school students’ class participation. Five, the summary. Reflection and summary of this paper.