The theoretical study of classroom atmosphere is pided into the discussion on the teaching field and curriculum field。 The former researchers pay attention to the factors, control strategy, functions and characteristics of a good classroom atmosphere。

The later researchers believe that the classroom atmosphere is one of the hidden curriculum which influences the students' collective attitude, motivation, value and other psychological development at the same time。 It not only plays a positive or negative roal in teaching practice, but also has enormous potential for education。 From the combination of the formal curriculum and the hidden curriculum, some scholars at home have also widened the research idea of classroom atmosphere in primary school。

 As for the practice and exploration of classroom atmosphere, after the middle of 1980s, many educators have carried out various experiments of teaching reform actively。 Although these studies are not specialized in classroom atmosphere studies, they still have contributions to the understanding of classroom atmosphere issues。

2。3 The differences of classroom atmosphere between home and abroad

In China, most teachers are with a mindset for the elderly and in line with the principle of teaching。 They manage the classroom situation as often, so a considerable number of students dislike the classroom。 They distract and chat, resulting in a confusion of classroom order。 Many domestic universities and colleges have hard and fast rules for the teaching manner and teaching methods。 Orthodox dress, rigid body language make classroom lifeless。 

In the West, the classroom atmosphere is free-spirited both for teachers and students。 They pay attention to follow the principle equally, students can express their views in the classroom。 The classroom furniture is placed optionally。 Good positive classroom atmosphere will give teachers and students a pleasant stimulus, both sides are filled with energy and emotion blend。 

Different cultures creat a different educational system and form a different mode of thinking。 The traditional model of classroom atmosphere is also different。 Today, no one can clearly evaluate whether the Chinese classroom or Western-style classroom is remarkable。 However, the only way to be recognized is "Take the essence to its dregs "。 Education of the Chinese needs innovative thought。 In order to create a new world for the whole society, we need to make use of our own wisdom。 来,自,优.尔:论;文*网www.chuibin.com +QQ752018766-

In the field of education, the study of classroom atmosphere has its own background and origin。 From researches and differences of home and abroad, we can see that the classroom atmosphere is a multi-discipline research, including teaching theory, educational sociology, educational technology, psychology。 In the study of classroom atmosphere, the content and the methods have been changing。 But so far, a unified and comprehensive classroom atmosphere theory has not been formed。 There is no one theory can explain all the problems in the classroom atmosphere。 On the one hand, it shows that the study of classroom atmosphere should be persified。 On the other hand, it also shows that the classroom atmosphere is not nearly enough either in the depth or in the breadth。 This paper will start from the common problems of classroom atmosphere in primary school English class, and hopes to propose a few solutions with strong enablement for the majority of primary school English teachers。