A Study On The Present Situation Of English Learning Emotion Of Senior High School Students And The Study Of Classroom Management Strategies

In the new round of foundation education curriculum reform of our country,“emotions, attitudes and values of the training” becomes one of the most importantconcerns in the curriculum. In the English New Curriculum Standards pressed by theMinistry of Educational in2001, the emotional factors are described as the mostimportant and direct factors that affect students’ English learning. In the process ofteaching, teachers should motivate and consolidate the students’ learning interest, andlead them to turn the learning interest into the stable learning motivation, build theself-confidence, toughen the will to overcome difficulties, realize themselves’ advantageand disadvantage of learning, be happy to learn with others, develop a harmonious andhealthy character.” Since the founding, our country pays the most attention to thelearning emotion. However, in the process of teaching, the use of emotional evaluationin primary school still has many problems, such as the lack of emotion evaluation valueand the emotional state of the pupil.Therefore, this research is based on the teaching practice, attempts to investigateand research the high-grade elementary school students’ English learning emotion,through the classroom observation and questionnaire. Learning emotion of English inthis paper will be divided into eight parts as learning interest, learning motivation,learning attitude, learning emotion, self-confidence of learning, learning willingness,learning values and the cooperation of learning. The results of the study showed that thehigh-grade elementary school students have troubles in learning interest, learningmotivation, learning emotion, learning willingness and cooperation of learning. On theattribution analysis on the basis of the discussion, combine with the knowledge toclassroom management, then put forward some suggestions for English learningemotion in high-grade elementary school students, which included: the change of theteaching mode, the improvement of the teacher-student relationship, the set up of theclassroom rules, the prevention and correction of problem behavior, the optimization ofthe teaching resources.