A Study Of Senior High School Students’ Sense Of English Classroom Security

With the deepening of “student-centered” teaching concept,students’ sense of classroom safety has become a research focus of the domestic and foreign educational circles.As an issue combining psychology and pedagogy,classroom security concerns students’ inner feelings and experiences in the classroom.It not only concerns classroom teaching and learning efficiency,but is of great significance to students’ personality development.Based on Freud’s psychoanalysis theory,Maslow’s hierarchy of needs and Sullivan’s theory of human behavior dynamics,this paper uses the methods of questionnaire,interview and observation to research and analyze the present status of senior high school students’ English classroom security,on the basis of which the author explores the influencing factors underlying the situation.And according to the conclusion,the corresponding strategies are put forward.The findings are as follows:(1)at present,senior high school students generally feel a middle-to-upper level of security in English classroom;(2)there are significant differences in gender among senior high school students as far as English classroom security is concerned.Boys often feel less secured than girls do,as is evident in their performance in group activities and a demonstration of lower level of self-confidence in learning English.(3)There is no significant difference in the sense of classroom safety among three grades of students.However,according to the data collected through questionnaire and interviews,first-year students have a slightly lower sense of interpersonal security.(4)There is a positive correlation between high school English classroom security and academic performance.The higher the student’s sense of security is,the better his or her performance will be.The author hopes that this study can enrich and supplement the study of classroom security to a certain extent,and help improve the efficiency of classroom teaching in practice.