这篇论文主要在探讨前人学术作品的基础上，英语论文，对教师教学热情的含义、影响作概述，并且去探讨验证教师教学热情对广州初中学生英语学习的作用。探讨通过调查与数据略论，英语论文范文，发现广州初中生对教师教学热情有一定的理解，大部分学生对教师教学热情的重要性持肯定态度，并且验证了教师教学热情对初中生英语学习有一定的积极影响，特别是相关于学生的学习兴趣、注意力、英语课堂活动参与度和学习记忆这四方面而言。其中，学生注意力受教师教学热情作用最大，课堂活动参与度受教师教学热情作用最小。论文也揭示了教师教学热情可能在中学生英语学习中起着不可或缺的影响，对国内英语教学法的探索有一定的借鉴意义。最后，作者呼吁国内学术界对教师教学热情的含义与影响作更深入的探讨调查，也呼吁教师展示更多的教学热情，更加投入到教育行业中去。
Abstract Based on previous conclusions and surveys of some scholars, this research paper summarizes some characteristics and effects of teacher enthusiasm and tests some effects of teacher enthusiasm on middle school students’ English learning inGuangzhou. The research designs two questionnaires (one in Chinese for middle school students and the other in English for university students) to check students’ understanding for teacher enthusiasm and some effects of teacher enthusiasm on middle school students’ English learning. Data show that most students have good understanding on teacher enthusiasm and teacher enthusiasm does have positive effects on middle school students’ English learning inGuangzhou, specifically on their learning motivation, learning attention, class engagement and memory encoding. Among these four learning aspects, learning attention is most affected by teacher enthusiasm while class engagement is least affected. The research also indicates that teacher enthusiasm plays an important role on middle school students’ English learning inGuangzhou, which may suggest some explorations for English teaching method in the country. At last, the author calls for more researches on teacher enthusiasm inChinaand more enthusiasm and devotion for teachers in Education.
Key words English teaching; effects; survey; teacher enthusiasm; middles school students
1. Introduction
As a global language and the international language of business, English has been required to be taught to middle school students inGuangzhousince 1980s. Scholars have been doing research on how to teach English as a second language inChina, which has contributed greatly to the development of English teaching methods in recent years. However, there are still a multitude of problems facing junior middle school students learning English inGuangzhou. During her practice teaching in Guangzhou NO.21JuniorMiddle School, the author found a number of obstacles for students’ English learning. Firstly, there is a lack of interest in English learning. Not every middle school student finds it necessary to learn English when, at their age, there is no necessity to speak English in the real world. On the other hand, those who do well in English often have a certain amount of interest in English, which motivates them to continue to improve their English level. Secondly, there could be a lack of cultural awareness. A language has strong relations with its culture. How a language is formed and develops is mainly related to how a culture is formed and develops. The absence of cultural awareness leads to misunderstandings of English culture and mistakes in English learning. For example, some students misuse the expression: “It doesn’t matter” in the case of comforting an English speaker who has lost his watch. They may mean “It will be OK”, but of course it matters when someone loses something important. Students may become discouraged when |
