Abstract
The contemporary educational psychology found that teaching style is the heart of teaching art, and teaching style has an important influence on students’ learning attitude and personality. And the teaching style will help students develop good learning attitude and learning habit. As for English learning, teacher’s teaching style is more important for Middle school students.
In recent years, there are many specialists and learners who have researched these areas, however, they didn’t come up with specific solutions and directions. This article will focus on the research of these two areas, which I hope can provide teachers with a guidance to their teaching. On the one hand, teachers can position themselves by checking and analyzing their class, on the other hand, teachers can find their students’ learning habits type through the method in this article. And the most important, improve and perfect their teaching to guide their students form good learning habits. And we took two classes in Mianyang Fule International middle school as an example to study the relationships between them. We used the method of questionnaire and class observation and interview. According to our research, we found teachers teaching style has a big influence on students learning habit, such as enthusiasm and the degree of participation.
Key words: Teaching style leaning habits middle school
Content
摘要：
Abstract:
Chapter One Introduction-7
Chapter Two Literature Review-8
2.1 Definition and Classification of Teaching Style-8
2.2 Classification of English learning habits-12
Chapter Three Methodology-13
3.1 Research Questions-13
3.2 Setting-13
3.3 Participants-14
3.4 Instruments-15
3.5 Procedures-16
Chapter Four Results and Discussion-17
4.1 The results from questionnaire.-17
4.2.2 Interview with the interns-18
4.3 The results from class observation-19
Class 3: red class 4 :blue-20
4.3.3 Class observation scale chart (learning awareness)-20
4.3.4 Class observation scale chart (students activity)-21
4.4 Discussion about the influence-22
Chapter Five Conclusion-23
5.1 The implication of the investigation-23
5.2 The limitation of the investigation-23
Bibliography-24
