An Investigation On The Present Situation Of Pupils’ Participation In English Class

The new curriculum reform clearly points out that basic education should be open to all students and promote the development of each student.Therefore,the participation of students in the classroom is the basic approach to the development of students.Only when the students participate the teaching activities initiatively can it be the real study,and only the students really engage in the teaching activities that he is the principle part of study.However,through the author’s practice and experience,most pupils’ class participation is only a "form",they do not really participate in the activities of class learning and teachers ignore the gains of students’ learning.The coexistence of instrumental and humanistic English curriculum is conducive to lay the foundation for students’ lifelong development.In Senior English class,story-teaching takes up a large proportion,which is the main way to develop students’ reading skills.As a front-line teacher,the author found that the situation of pupils’ participation in story teaching is not ideal.Under this circumstance,the thesis is about an investigation on the present situation of Pupils’ Participation in English Class--taking story-teaching of Grade Five as an example.This study takes two classes of two public primary schools in Shanghai and forty English teachers in the two primary schools as the objects.By using the methods of questionnaire survey,interview,literature review and the observation in the classroom,this thesis makes an in-depth study on the participation of fifth grade pupils in English story learning.The purpose of this thesis is to understand the current situation of behavior participation,cognitive participation and emotional participation of pupils in English story-teaching.And then analyzing the causes of the problems.At last,putting forward reasonable countermeasures and suggestions.The study found that in the story-teaching,the pupils of Grade Five have a close relationship among behavioral participation,cognitive participation and emotional participation.The concentration performance in behavioral participation is more than the study performance;the deep level of cognitive participation is more than the dependent level and the shallow level.Positive emotions are more than negative emotions;Pupil’s performance is a key factor affecting the participation in story-teaching.Pupils’ gender,personality,role in class,class atmosphere,teachers’ view of classroom participation,teaching methods and teaching evaluation,etc.all affect pupils’ level of class participation.From the above research results,the author advises to optimize the teaching and learning time,create an atmosphere of active participation;pay attention to students at different levels and improve equal class participation;establish a good relationship between teachers and students,improve the depth of student involvement;enrich teaching content and activities to mobilize students’ participation motivation;optimize teaching evaluation methods to improve students’ participation and other related suggestions.