A Case Study On Classroom Participation Of Senior High School Students With Learning Difficulties In English

The most basic form and place for students to participate in school life and obtain academic and physical,and mental development is the classroom.Related studies have also found that the degree of student participation in the classroom is directly related to the effect of teaching.It largely determines whether students can achieve actual development in school education,and it is a crucial factor in their academic achievement and learning progress.Although there are many discussions on student participation in the current at home and abroad literature,the research on students’ classroom participation with learning difficulties in high school English classroom teaching is not perfect.In order to improve the classroom participation of students with learning difficulties,this thesis raises the following three questions:1)What are the problems with classroom participation of students with English learning difficulties in senior high schools? 2)What is the relationship between the three dimensions of classroom participation of students with learning difficulties? 3)What factors affect the classroom participation of students with learning difficulties?This research adopts the research method of case study and selects 108 students with learning difficulties in the second grade of Shenyang No.11 Senior High School as the research subjects.The author draws on the views of Professor Kong Qiping and divides “class participation” into three dimensions: behavioral participation,cognitive participation,and emotional participation.First,a questionnaire survey was conducted on 108 students with learning difficulties,and then classroom observations and interviews were conducted with three students with learning difficulties.In addition,the correlation between the various dimensions of classroom participation is analyzed.Through SPSS 26.0 analysis of the classroom participation questionnaire,combined with classroom observations,the researcher found that students’ current classroom participation with learning difficulties in high schools is low.The specific manifestation is a lack of initiative and a single form of behavioral participation.Cognitive participation lacks depth and relies too much on teachers.Emotional participation is more negative than positive emotions.There is a significant correlation between the various dimensions of students classroom participation.The participation of students with learning difficulties in one dimension will reflect students’ participation in other dimensions.Simultaneously,the factors that affect students’ classroom participation with learning difficulties are analyzed,mainly reflected in the following aspects: class environment,family care,student’s individual learning level,teacher’s teaching style,and peer relationships.According to the influencing factors,the author provides reference suggestions for teachers to improve classroom participation with learning difficulties and improve overall classroom participation.Theoretically speaking,the research findings have enriched the theory of the English classroom participation of students with learning difficulties.