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摘要：本文是一篇初中英语教学论文，本研究基于勒温(Lewin,1936)的场动力理论、默里(Murray,1938)的需求-压力理论、穆斯(Moos,1974)的人类环境理论和建构主义学习理论，通过中学生英语课堂环境调查问卷、访谈和课堂观察，调查太原市太原师范学院附属中学8个平行班共388名学生和8名英语教师的英语课堂环境感知现状。

ion of English classroom and their academic achievements.And teacherscan also employ teaching methods towards students in different level groups.

(4)To explore the correlation between students’perception of English classroomenvironment and their academic achievements,which reveals the significance ofclassroom environment and provides supportive data for improving actual classroomenvironment.

Chapter Two Literature Review

2.1 Related concepts

Two related concepts are defined in this section,namely classroom environment andperception of classroom environment.

2.1.1 Classroom environment

The concept of classroom environment can be explained from the aspects ofdefinition and classification.

2.1.1.1 Definition of classroom environment

Psychologists Lewin(1936)and Murray(1938)started the study of classroomenvironment in the 1930s.After that,the researches on classroom environment haveemerged one after another at home and abroad.Among the related researches,thedefinition of classroom environment is the basis of the further studies.While classroomenvironment is a relatively complex concept with multiple connotations.Therefore,thereis no unified term to refer to it,and there is no consistent understanding of its meaning andstructure.Different researchers have different description on the definition of classroomenvironment,involving various fields like pedagogy and psychology.

2.2 Theoretical basis

In order to gain an overview on the researches of classroom environment,four relatedtheories are elaborated in this section,namely Lewin’s Field Theory,Murray’sNeeds-Press Theory,Moos’s Human Environment Theory,and Constructivist LearningTheory.

2.2.1 Lewin’s Field Theory and Murray’s Needs-Press Theory

The researches on classroom environment can be traced back to Lewin’s FieldTheory and Murray’s Needs-Press Theory.Lewin and Murray are the pioneers whodevoted to the classroom environment research and provided valuable theoretical basis forthe subsequent researches.

Lewin’s Field Theory(1936)is considered to be the starting point for researches inthe field of learning environment.As a notion introduced to psychology from physics,“field”means that each individual is an independent field,and the individual’s mentalactivity always occurs in a certain space which is precisely constituted by the individualand his or her psychological environment.Obviously,Lewin’s Field Theory stresses thathuman’s behavior is determined by the interaction between the individual and theenvironment,which can be explained with a formula B=F(P,E).In Lewin’s formula,Bstands for to behavior,F refers to function,P is person,and E represents environment(Lewin,1936).Lewin proposed the notion that“both the individual and his or herinteraction with the characteristics of the environment are strong determinants of humanbehavior”(1936:15).

Chapter Three Research Design ............................. 25

3.1 Research questions .................................. 25

3.2 Research subjects ................................... 25

3.3 Research instruments ................................ 26

Chapter Four Results Analysis and Discussion ...................... 35

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