情感因素在初中英语教学中的应用研究

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Abstract For a long time, influenced by the traditional teaching mode and exam-oriented education, the teachers neglect the significance of affection, but draw much more attention to the learners’ intelligence factors. It leads to the emotional illiteracy. Since the New Curriculum Standard was issued by the Ministry of Education, the situation has been changed. The affective objective was considered to be one of the vital objectives in English teaching and learning. In the New Criteria of English Course for Primary & Secondary Education in China, the affective attitudes refer to the interest, motivation, self-reliance, persistence, and cooperation and they are mostly the positive affects which can promote English teaching. This paper discusses the situation of English teaching and illustrates some specific affective strategies to improve the teaching quality. 60853

The first one is to develop students’ positive affection; the second one is to improve teachers’ affective cultivation and unearth affective factors; the last one is to establish harmonious relationship with students. Therefore, as English teachers, we should focus on students’ affective states and employ affective strategies to promote their English learning.

Key words: affection; English teaching; affective strategy

摘要长期以来，我国的英语教学受传统教学模式以及应试教育的影响，教师只关注学生的认知发展，而忽视对其情感状态的关注，以致出现了“情感空白”（emotional illiteracy）。随着《新课程标准》的颁布，这种状况有所改变。情感目标被认为是英语教学中最重要的目标之一。本文从英语教学现状出发，就如何有效运用情感策略作出研究。首先，要充分激发学生积极情感；其次，要提高教师的素养并充分发掘教材中的情感因素；最后，要建立融洽的师生关系。因此，作为英语老师，在教学中应该更加关注学生的情感状态，运用情感策略来促进学生的英语学习。

毕业论文关键词：情感；英语教学；情感策略

1. Introduction 1

1.1 Stimulus of the Research 1

1.2 Purpose of the Research 1

1.3 Structure of the Research 2

2. Literature Review 2

2.1 The Definition of Related Concepts 2

2.2 The Scope of Affective Factors 4

2.3 The Theoretical Framework 6

3. Problems and Necessity of Affective Teaching 7

3.1 Problems of Affective Teaching 7

3.2 Necessity of Affective Teaching 8

4. The Application of Affective Strategies in English Teaching 8

4.1 Development on Students’ Positive Affection 8

4.2 Improvement on Teachers’ Affective Cultivation 12

4.3 Exploration on the affective Factors in Teaching Materials 13

4.4 Establishment on Harmonious Relationship with Students 15

5. Conclusion 16

Works Cited 18

1. Introduction

1.1 Stimulus of the Research

For a long time, China has been implementing educational reforms to promote the development of Chinese education, and affective education is one of the major initiatives. In the traditional teaching mode, influenced by exam-oriented education, teachers usually pay excessive attention to students’ cognitive development while ignore emotional development. A large number of educational workers excessively stress brain’s rationality and cognitive function and neglect the development of non-rational aspects, resulting in “emotional illiteracy”.