The main target of this study is junior high school students in urban-rural fringearea and the main content is English classroom teaching activities, so the authorsummarizes appreciation education in this thesis is a kind of education way andeducation idea in daily teaching activities which requires educators to regard students in developmental perspective with appreciation. Educators should fully understand, respectand trust students, and can fully find the best in students. Also, educators can praise andencourage students in a timely manner to help students gain self-confidence to shapetheir healthy personality. The essence of education is respect and love to students. As aneducation method, appreciation education requires teachers to lead and evaluatestudents with the method of praise and encouragement. As an educational concept,appreciation education requires teachers to treat students with tolerance and respect andhelp students correct their mistakes.
2.2 Principles of Appreciation Education
The principles manifested in appreciation education are as follows:
1.Respect students
Teachers should treat their students as equals. When they ask the students torespect them, they should also give the students enough respect. The mutual respectbetween teachers and students creates a good teaching atmosphere for the teaching work,making teachers and students benefit from each other.
2.Trust students
A qualified teacher should believe students unconditionally. Teachers should knowthat the gap between people's intelligence will not be very big. The difference amongstudents may be just lack of some guidance or proper learning methods. So, whatteachers can do is to believe and inspire students with proper ways.
3.Understand students
Every student has his own characteristics, also has his strengths and weaknesses.Teachers can't apply the same standard to every student, but should understand everyone of them and teach them in accordance with their aptitude.
Chapter Three Research Methodology..............................19
3.1 Research Questions............................19
3.2 Participants..................................... 19
Chapter Four Results and Discussion.........................49
4.1 Results and Discussion of Students’ School Performance................... 49
4.2 Results and Discussion of Students’ Changes in Five Dimensions....................51
Chapter Five Conclusion...................74
5.1 Major Findings................................. 74
5.2 Implications of the Study..............................74
Chapter Four Results and Discussion
4.1 Results and Discussion of Students’ School Performance
The following is the comparison of students’ school records before and after theexperiment. The pre-test result is the performance of the final exam of last year, and thepost-test is students’ performance of the final exam of this semester.
The comparison is to examine from the perspective of students’ performance, arethe teaching strategies based on appreciation education effective for transforming thejunior middle school English underachievers. To get the data more objectively, theresults between the experimental class and the controlled class are comparedhorizontally.
With the help of Excel software, compared with the average and total scores inTable 4.1 below, we can know students’ English in the controlled class (37.24, 1862)and experimental class (37.98, 1899) are nearly at the same level before the experiment.
Chapter Five Conclusion
5.1 Major Findings
From the experiment of a school year, what we can know is that: firstly, from theperspective of performance, English underachievers made remarkable progress in theexperimental class compared with the controlled class. So the appreciation educationstrategies have advantages on the transformation of English underachievers.
Secondly, from the perspective of five dimensions, we can find that the strategiesbased on appreciation education are effective for tans-forming E
