A Comparative Study On The Participation Of The Internal Junior High School Classes And The Local Classes In Junior English Classes

Since "the notice about setting up internal junior high school in eight cities in xinjiang" and "the implement opinion about setting up internal junior high school in xinjiang uygur autonomous region" were promulgated in 2003,the teaching mode and management mode of internal junior high school classes were established,and formed a strong national characteristics,national culture and learning style,which formed distinct characteristics with the local classes.Therefore,this paper explored the class participation between the internal junior high school classes and the local classes using the methods of classroom observation,questionnaire survey and interviews.And the main research contents were as follows:First of all,the analysis of class participation between the internal junior high school classes and the local classes.In terms of behavior participation,there is no obvious differences in attention and study that both classes are in the degree of medium-length high,and explains both classes students are good to participate in classes teaching;In terms of cognitive engagement,both classes are in the degree of medium-length high in shallow level strategy and deep strategy,but classes are in the degree of medium in relying on others’ strategy.The average of the internal junior high school classes is higher than local classes in shallow level strategy and deep strategy,but the average of the internal junior high school classes is lower than local classes in relying on others’ strategy.There are obvious differences in shallow level strategy、deep strategy and relying on others’ strategy.In terms of emotional engagement,both classes are in the degree of medium-length high in a sense of happiness and achievement.Both classes are in the degree of medium in a sense of anxiety,and both classes are in the degree of medium-low in sense of boredom.There are no obvious differences in a sense of happiness、anxiety and boredom,but there is obvious differences in the sense of achievement,and the average of the internal junior high school classes is higher than local classes.Secondly,the analysis of class participation differences factors between the internal junior high school classes and the local classes.It showed that the main aspects were cultural background,the student and the teacher.In terms of cultural background,Confucian culture、concept of face and the learning habits factors have a great influence on students’ classroom participation;In terms of the student factors,behavior participation、cognitive participation and emotional involvement have a great influence on students’ classroom participation;In terms of the teacher factors,ignoring students to preview before class and no good at using the knowledge of students have a great influence on students’ classroom participation.In the end,the corresponding countermeasures and suggestions were proposed according to the influence factors.In terms of cultural background,teachers should create a open and harmonious class culture environment,meanwhile,the teachers should equal the winning chance.In terms of the student factors,the local classes need to be further clear learning goals and should establish a concept of correct success or failure attribution.In terms of the teacher factors,teachers should excavate the value of preparation of students before class,stimulate the student to existing knowledge and deal with the silence phenomenon of class participation correctly and cultivate students interests in learning.All in all,this paper is mainly to discuss and analyze the different nature of two classes(the internal junior high school classes and the local classes)in Xinjiang.The investigation results have the certain enlightened function on the basic education teachers’ teaching and management、English theory researchers,meanwhile,enrich the research results of students participation and the related theories of English classroom teaching.This paper provides a reference and background for junior middle school English teaching and English teaching mode.