Creating a Salutary Learning Atmosphere in Class (LAC).
It is commonly agreed abroad that the effect of teaching and learning is to a great extent decided by the learning atmosphere in class (LAC). However, in China, most teachers seem that not paying enough attention to it or not knowing how to create a salutary learning in class, which seriously affected their teaching outcome. Therefore, in the following thesis, I would like to have a discussion on this topic.
Chapter One Notion of LAC.
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The effect of teaching is decided not only by the way teachers teach or the way students learn but also by certain surroundings, which materially consists of the layout and decoration of classroom and which psychologically is the learning atmosphere in class (LAC). Some classes are active and animated, some are stiff and stark, and some are impassive and rigid. Different LAC will certainly lead to different outcome. Therefore, of these two factors, LAC is more important.
LAC is formed through teacher-student interaction in the process of teaching, decided by the common attitude of the majority of students and the prevailing psychological state. It is the psychological background on which learning activities in class is based. Active and salutary LAC is conducive to promoting students' enthusiasm while on the contrary inimical to the outcome of study. Once LAC is formed, it is relatively stable and will last for some long time.
Chapter Two Necessities of Creating Favorable LAC.
The Attitude-Balance Theory of a psychologist Hyde is quite inspirational for teachers to stimulate students' zest for study. This theory proposes that an individual adapt the same attitude toward two objects in one unit. For example, if A like B, then he may also like B's clothes. When a person have different attitudes toward two objects in the same unit, there is likely changes of one of the two attitudes therefore two attitudes are assimilated.
