A Survey Of Students’ Participation In Junior High School English Classroom Teaching

In recent years,more and more attention has been paid to student participation in middle school classes.In the analysis of student participation in middle school English classes,as a variable that can have an impact on learning results and thus on academic performance,student participation has gradually received high attention and a large number of studies have been conducted on it.Advocating self-participation learning is also a key point of the new round of basic education curriculum reform.Therefore,this paper takes junior high school students as the research object and carries out relevant research on the participation of junior high school students in English classroom teaching.This research has important practical significance for fully mobilizing students’ initiative and enthusiasm in learning English.The research methods used in this thesis are questionnaire,interviews and classroom observations.The thesis conducts on the participation of students in junior high school English classroom teaching.According to the results of the analysis of student participation,according to the results of the questionnaire survey,the SPSS22.0 measurement software was used to conduct reliability and validity tests,difference analysis and regression analysis,respectively,from the behavioral participation,cognitive participation and emotional participation in student participation.Conduct empirical research on the dimensions,and explore constructive suggestions to improve the participation of junior high school students in English classroom teaching for middle school students.The research results show that: from the overall survey,junior high school English classroom teaching students are more inclined to participate in cognitive and emotional participation rather than behavioral participation;students in English classrooms are not low in concentration;students in English classrooms use deep levels Strategies;students have a sense of fun,accomplishment and anxiety in the English class.The behavioral participation,cognitive participation,and emotional participation of students in junior high school English classroom teaching have no significant differences in gender,but significant differences in personality and seating order.At the same time,cognitive participation has a significant positive impact on behavioral participation,that is,deep-level strategies and shallow-level strategies have a significant impact on behavioral participation in English classroom;cognitive participation has a significant positive impact on emotional participation,that is,deep-level strategies and dependence strategies have a significant impact on emotional participation in English classrooms.