An Study On The Role Of High School English Teachers’ Classroom Feedback On Students’ Positive Psychological Development

In recent years,mental health education for young people has received increasing attention.The development of positive psychology of students not only promotes students’ own physical and mental development,but also has an inescapable role in promoting students’ learning.The infiltration of positive psychology education in subject teaching is an important way to develop students’ mental health.Without positive guidance and feedback from teachers,students are prone to negative emotions such as frustration,depression and even denial of self in the learning process,which are not conducive to students’ growth if accumulated for a long time.Therefore,under the guidance of positive psychology,humanistic education theory and social interaction theory,this paper investigates and counts the characteristics of current high school English teachers’ classroom feedback as well as students’ attitudes and expectations by using classroom observation,interview and questionnaire methods,and discovers the deficiencies of students’ positive psychological development through questionnaire pretests,and uses the collaborative action research with front-line teachers,and included four stages of diagnosis,analysis,learning,and testing.Based on the theoretical guidance and the diagnostic and analysis staged of the action research,the following characteristic of the current high school English teachers’ classroom feedback were found: 1.High school English teachers’ classroom feedback is used less frequently and in a single way,mostly simple positive and negative feedback.2.High school English teachers’ classroom feedback is used ineffectively,and students cannot get more learning information from it.Moreover,students expect to get a sense of achievement and positive emotional experience from teachers’ classroom feedback,but the current status quo of high school English teachers’ classroom feedback is hard to satisfy.After the action research study and the texting phase,the high school English teachers’ classroom feedback focused more on students’ positive psychological development,changed the structure of the original teachers’ classroom feedback,and found that students’ positive psychological development to a certain extent through the questionnaire post-test.According to the results of the study,some insights and reflections were finally drawn and corresponding strategies were proposes,specifically: 1.Be good at guiding students’ positive emotions and giving positive feedback at the right time.2.Devote to discovering students’ positive personalities and reasonably promoting students’ development.3.Try to create a harmonious teaching environment and effectively improving teaching quality.