| In the report to the 19 th National Congress of the Communist Party of China（CPC）,Xi Jinping mentioned that the fundamental task of education should be to “cultivate people through virtue”,and all discipline reforms should aim at “cultivate people through virtue”,so as to train builders and successors of socialism in the new era.At the same time,Lide Shuren stresses that education should “take Shuren as the core and Lide as the foundation” to cultivate students” comprehensive language ability.The new English curriculum standards require teachers not only to impart language and culture,but also to cultivate students’ sense of social responsibility and improve their humanistic qualities.Obviously,English classroom has become the main position to train the language ability of high quality talents.As the key to education and teaching activities,teachers should give full play to their unique advantages and take the initiative to train high-quality compound English talents with innovative spirit,practical ability and international vision.Teach with love! Teachers’ positive emotional factors in the teaching process will arouse students’ enthusiasm and interest in learning,which is of great significance to optimize the teaching effect.Therefore,teachers should take good emotional attitude to take care of the development of students’ core literacy and carry out caring behavior in class.Under the background of English curriculum reform,the idea of“cultivating people through virtue” is put into practice in teachers’ classroom caring behavior.Therefore,it is of great significance to study teachers’ classroom caring behavior for cultivating high-quality talents.Through literature research,high school English teachers were selected as the research objects,and questionnaire survey was mainly adopted to carry out the research.There are three main research issues in this paper:1.What is the basic situation of English teachers’ classroom caring behavior in senior high schools?What’s the problem?2.What are the main factors affecting the classroom caring behavior of Senior High School English teachers?3.How to improve the classroom caring behavior of High school English teachers?First of all,stratified sampling was conducted to determine the sampled students,and the development status of caring behaviors of senior high school English teachers in class from the perspective of students was understood according to the questionnaire data of students.Then SPSS was used for statistical analysis.The following findings:1.The overall development status of caring behavior in the classroom of senior High school English teachers is satisfactory,but there are differences in dimensions.Inclusive caring behavior in the classroom is the best,while supportive caring behavior in the classroom is the weakest.2.Senior High school English teachers of different ages,professional titles,genders and teaching ages have internal consistency in classroom caring behaviors.3.Students of different grades,learning levels,subjects and genders perceive different caring behaviors of English teachers in class.4.Students with different learning levels have different demands for caring behaviors in high school English teachers’ classroom.Then,according to the findings of the study,the influencing factors of the development of high school English teachers’ classroom caring behavior were explored in combination with relevant theories,classroom observation and natural interview results.There are mainly three aspects: the influence of school culture atmosphere,teachers’ personal characteristics and students’ individual differences.Finally,based on the influencing factors,several suggestions are put forward to improve the caring behavior of high school English teachers in class: First,to establish a people-oriented campus culture;Second,improve teachers’ quality of classroom care;Third,pay attention to the individual differences of students’ development. |
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