A Study On The Influence Of Teacher Support Activities On Academic Resilience In High School English Classrooms

English,as a member of Indo European language family,is quite different from Chinese that belongs to Sino Tibetan language family,which makes Chinese students often face great difficulties in English learning.Moreover,senior high school students are facing the college entrance examination,which is an important examination in their life.Therefore,they undertake heavy learning tasks in daily life,which brings them much pressure.Under that cirumstances,the ability to overcome difficulties positively and obtain development has become necessary in senior high school English learning,which also makes the development of students’ academic resilience an important topic in senior high school English teaching.Teachers play an important role in students’ learning,and all kinds of teachers’ behaviors have an important impact on students’ psychological development.Therefore,it is of great value to explore whether teachers’ supportive activities have a direct impact on English academic resilience and how to have an impact.The first chapter of this study expounds the reason,significance and innovation of this thesis,and the past research was also reviewed in this chapter.It also shows the design of the whole research and establishes the theoretical relationship between teacher support activities and English academic resilience through theoretical analysis.The second chapter presents the results of the questionnaire revision,and explains the current situation of teacher support activities and English academic resilience in senior high school,which lays the foundation for future research.The results show that the revised questionnaire has good reliability and validity.The current students’ perceived teacher support activities and English academic resilience perform well.However,the standard deviation of English academic resilience shows that there are great individual differences on English academic resilience in senior high school.The third chapter analyzes and presents the results of the questionnaire survey and interview,and proves that the three kinds of teacher support activities can significantly promote English academic resilience from the perspective of statistics.Through the analysis of qualitative materials,the particular activities which can promote students’ academic resilience will be explored.In the fourth chapter,by interviewing the students with high scores of teacher support activities and high scores of academic resilience and the students with low scores of both,the reasons of teacher support behavior affecting academic resilience are explored.It is found that the reasons are as following: 1.Accurate teacher feedback is the guarantee for the improvement of academic resilience.2.Reasonable goal setting is the premise of improving academic resilience.3.Good relationship between teachers and students can relieve students’ negative emotions.4.The cultivation of autonomy develop students’ initiative.5.Rich and effective learning guidance improve problem-solving ability.The fifth chapter summarizes the previous research results,and based on the previous research results,puts forward some suggestions on using teacher support activities to promote students’ academic resilience,which provides reference for teachers to foster students’ academic resilience in English teaching.Due to the limitation of research time and the level of researchers,there are still some deficiencies in this study,which need to be further verified and improved in practice.