本文是一篇初中英语教学论文，笔者认为英语后进生的转化涉及多个方面，包括社会影响、学校评价机制、家庭因素等，尤其是城乡边缘地区的学生。这是一个大项目。为了进一步的研究，首先要找到教学方法，教师需要更多地学习教学理论，也要有经验的教师和相关专家以开放的心态学习，提高他们的专业能力，为英语学习者的转化打下坚实的基础；第二，欣赏并没有一套明确的标准，教师必须根据经验和自己的理解来运用它；
Chapter One Introduction
1.1 Necessity for the Study
The new curriculum claims that education should face all students. Every studentshould be provided proper education to develop vivaciously and forge ahead towardsquality-oriented education. While the author works as an English teacher in a juniormiddle school which locates and enroll students at the urban and rural fringe. Throughyears of experience and observation, the author finds that many students have poorEnglish level and some of them have nearly given up their English learning. And thesestudents’ low English achievement is mostly because of bad learning habits, lack ofinterest and other problems, but rarely because of the physical disability or intellectualproblem. As the problem of students’ English underachievement has been getting moreand more serious, and no matter in which stage of teaching, educators, especiallyfront-line teachers have to solve the problem of underachievers, there is really an urgentneed to transform these students.
While the appreciation education is long discussed and is in accordance with theemotional education requirements of English curriculum standards for English learning.As Nie Hongzhen (2013) indicates that appreciation education is conducive to exploringthe potential of underachievers and giving full play to their abilities, appreciationeducation is more in line with the physical and mental development characteristics ofstudents, it is helpful to establish a harmonious relationship between students andteachers. So, the author decides to combine the theory of appreciation education to carryout the study of transforming English underachievers.
1.2 General Description of the Study
Considering the realistic background of the study, based on the requirements ofnew curriculum standards, the theories of appreciation education, humanistic learningtheory, Maslow's hierarchy needs and the Rosenthal Effect, the study is carried out.
The study focuses on the changes of English underachievers’ school performanceand five dimensions before and after the teaching experiment. The five dimensions are：English learning interest and motivation, learning confidence and habit, autonomy inEnglish learning, teacher-student relationship, learning attitude and method. It mainlyexplores whether strategies based on appreciation education theory is effective on thetransforming of English underachievers.
During the experiment study, a large amount of literature is looked through firstand the author’s teaching experience and observation on students are integrated to findout the possible common problems of English underachievers to determine thedimensions included in the questionnaire and outline of the interview. In addition, theauthor summarizes the result of students’ current conditions and refers to the researchresults from a lot of literature to determine appreciation education strategies that can beimplemented on students. At last, the author teaches in accordance with students’aptitude and conducts the appreciation education experiment. The research methods ofliterature research, observation, interview and questionnaire are adopted to conduct thestudy.
Chapter Two Literature Review
2.1 Definitions of Appreciation Education and Underachievers
The definition of appreciation education and underachievers will be discussed inthis part.
2.1.1 Definitions of Appreciation Education
Appreciation education comes from the experience of Zhou Hong who is the firstadvocator of appreciation education. Zhou Hong has a deaf daughter and cultivates hisdeaf-mute daughter to be successful. The idea of appreciation education also inheritsand carries forward Tao Xingzhi’s ideas on education. The essence of appreciationeducation is love, learning to appreciate is learning to love children and understand thec
