| With China's English education booming development, the middle school English education in the course system and teaching mode has made great achievements. However, as we have been suffering from the influence of examination-oriented education and the society ignored emotional lives of students for a long time, up to now, there still exists an unreasonable phenomena that give more attention to the cognitive knowledge, but less to the affection, which causes students not to be interested in English learning in the high school. This situation has greatly affected the quality of English teaching in China, and also restricted the healthy development of students' emotion. Therefore, the MOE (Ministry of Education) has regarded the affective attitude as course objectives in the new curriculum standards. Based on this new course curriculum, there have been more studies concerning affective teaching. In fact, both the domestic and foreign scholars have done more researches on the importance of effective teaching, functions, value and principles. However, there are fewer studies on the senior high school affective English teaching and learning.Based on the above premise and background, this study aims to investigate the situation of affective teaching in the first year students and teachers of Chongqing No.1 Middle school and provide some affective teaching strategies through questionnaire and interview. Questionnaire adopted five-level scale. Recycling 100 students' questionnaire and 10 teachers' questionnaire. The author interviewed six students and three English teachers. The results show that, 1. in self-esteem aspect, 18% of the students have confidence to learn English well. Nearly 60% of the students think that interest is the biggest factor which influences their English learning. 42% of the students are worried about the exam and 30% feel panic when speaking English before public. 2. In the first year of senior high school English teaching there exists the phenomenon "more attention to the cognition, less to the affection". 50% of the teachers focus on textbook content while preparing their lesson, and only 20% of the teachers take consideration into the students' knowledge structure. As for the importance of the teaching goal, only 5% teachers think affective attitude is one of the teaching goals , 45% of the teachers think the most important is cognitive knowledge in English classroom teaching. 3. In the aspect of the communication between teachers and students, 70% students think that they rarely communicate with the teachers. Only 15% of the teachers think the affective communication between the teacher and students is the most important. Only 10% of the teachers believe the importance of the teachers and students' interaction in the classroom.Accordingly, the author combined the results of the survey which based on emotion theory and practice of teaching. This study puts forward the following countermeasures. 1. Strengthen self learning, change the view of teaching. 2. Arouse students' learning motivation, cultivate students' interest. 3. Reduce students' anxiety, increase students' confidence. 4. Excavate materials deeply, penetrate students' and teachers' emotion. 5. Construct a harmonious relationship between teachers and students. |
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