A Correlative Study Of Senior High School English Teachers’ Teaching Styles And Students’ Class Participation

Students’ class participation has been widely concerned and researched under the guidance of student-centered instructive thoughts.Teaching is the bilateral activity carried out by teachers and students,so teachers’ teaching styles also play an important role in students’ class participation.Based on Behaviorism,Humanistic Theory and Interaction Hypothesis,this research considers 207 senior students and 5 English teachers of Grade Two in Fuzhou No.18 High School as the research subjects and uses the means of the questionnaire and interview,aiming at studying the current situation of senior high school English teachers’ teaching styles and students’ class participation,and the correlation between them.This research gets the following results:(1)Senior high school English teachers prefer caring teaching style and logical teaching style to creative teaching style and humorous teaching style at present;there is a significant individual difference in creative teaching style;the most popular teaching style among students is humorous teaching style,which English teachers seldom use in teaching;English teachers’ consciousness of teaching style is not strong;there is no professional guidance for how to form teaching styles;(2)Senior high school students’ English class participation is at a mid-low level;there is a significant difference between male and female students in deep strategy of cognitive participation,and female students use more deep strategy than male students;there is a significant difference in students’ class participation of different English teachers except reliant strategy of cognitive participation;(3)There is a significant positive correlation between teaching styles and students’ class participation: Humorous teaching style and caring teaching style have the highest correlation with emotional participation,while logical teaching style and creative teaching style have the highest correlation with cognitive participation.Meanwhile,both behavioral participation and cognitive participation have the highest correlation with creative teaching style,while emotional participation has the strongest correlation with humorous teaching style.It can be seen from above findings that senior high school English teachers canenhance students’ class participation to promote students’ development by improving teaching styles.This thesis provides enlightenment not only for the senior high school English teachers to improve their teaching styles and teaching effects,but for the students to enhance their class participation and learning motivation.