Abstract
This thesis is based on the studies of classroom management, many current motivation theories about English teaching, and other professional researches on mental development of young students, as well as the changing roles of English teachers in middle schools. In the ever-changing 21st century, teaching of English as a foreign language in China is endowed with profound meanings, which could not tolerate the traditional cram teaching. This article is to offer the comprehension of classroom management of English teaching in middle school referring to the previous professional understandings and surveys combined with characteristics of English teaching as a foreign language in China. By an evolving understanding of classroom management of English teaching, not merely the management of classroom in English, how can we integrate classroom management into the English teaching but not just using English instructions to manage the class? This paper studies the problem on the base of the theoretical foundations to investigate the authentic way of the classroom management of the middle school English classes. And the last is the apprehension of the management of English classroom under the background of the New English Curriculum Standard.
Key words: classroom management; English teaching; middle school teacher-student development;
Contents
Abstract
中文摘要
1.Introduction1
1.1 Historical background 1
1.2 Research purpose and significance 1
1.3 Research focuses.2
2.Classroom management.3
2.1 Definition and detonation3
2.2 Problems existing in current classroom management.3
2.2.1 Time management .4
2.2.2 Discipline management4
3.Characteristics of Middle School Teachers and Students.5
3.1 Middle school students5
3.1.1 Cognitive development of middle school students5
3.1.2 Moral growth of middle school students.7
3.2 Middle School Teachers.7
3.2.1 Deficiency of previous professional development in classroom management8
3.2.2 Changing Roles of Middle School English teachers.8
4.Basic Models of Classroom Management in English Class.9
4.1 Behavior-oriented model9
4.2 Humanism-oriented model.9
4.3 Efficiency-oriented model.11
5. Comprehension11
5.1 Starting with a good lesson plan.13
5.2 Building up a system of classroom instructions.13
5.3 Managing discipline with consistency and enforcement14
6. Conclusion.15
References.16
