A Study On The Implementation Of Affective Objectives In English Class In Junior High Schools

The new course reform begun from this new century has already been put into effect. And its basic idea is advancing human's integrated development, putting the cultivation of students'affective attitude into discipline education and teaching, and rates as textbooks and aims of class teaching. The English course standard clearly points out"affective attitude is the important factor which can affect students'study and development,"that is, the English course in the process of basic education not only needs to develop students'linguistic knowledge and skills, but also needs to train their active affective attitude.This research bases on affective factors of linguistic study home and abroad. In order to find out the implementation of affective objectives in English class in junior high schools, practical investigations have been put into effect with the actual problems existed from the beginning of course reform. According to questionnaires and teachers'interviews, this text analyzes main factors which affect the implementation of affective objectives in junior high schools. And then tries to find out the reasons of the problems so as to put forward some effective suggestions.The results show that most teachers have some understandings on English class affective education aims in junior high schools. But they don't pay much attention during its implementation. The limitation of examinations and entering to a higher school is the most important factor which affects the implementation of affective education aims. Then the less important factor is teachers'own teaching abilities. And the environment and administrative supporting in school are also one of the main affecting factors.In order to solve these problems during this process, first we should find the root of problems: Changing the single evaluation system of examinations,advocating multiple evaluation systems, investigating evaluation mechanism of implementation of affective objectives. At the same time, we should raise teachers'own affective qualities and teaching abilities. At last, it is also the very important point that the implementation must be supported and respected by education department and administrative leaders.