An Investigation On The Implementation Of Affective Attitude Objectives In English Class In Senior High Schools

The new curriculum reform began in 2001 has already been put into effect. Thebasic idea of the new curriculum reform is to advance human's integrated development,to put the cultivation of students'affective attitude into the discipline education andteaching, and affective attitude should be both listed in the textbooks and in aims ofclass teaching. The new English Curriculum Standard (2003, 10) clearly points out"affective attitude is an important factor that can influence students'study anddevelopment,"that is, English course in the process of elementary education not onlyneeds to develop students'linguistic knowledge and skills, but also needs to developstudents'positive affective attitude.This investigation, which is based on affective factors of linguistic study homeand abroad, tries to make clear about the situation of the implementation of affectiveattitude objectives in English class in senior high school. The results of this researchwill bring theoretical research some practical data of the implementation of affectiveattitude objectives. Through the investigation, the author got the following results: Theimplementation of affective attitude objectives is not good as we expected. More than50% students'affective attitudes don't get a good development. Most English teacherstake affective attitude objectives for ground and don't pay attention to itsimplementation. Students are willing to learn the content of affective attitudeobjectives. The results of my investigation show that teachers have someunderstandings about affective attitude objectives in senior English class education, butthey don't pay much attention to its implementation. There are a lot of factors affectingthe implementation of affective attitude objectives. College entrance examination is themost important factor which affects the implementation of affective attitude education.In order to solve the problems, we should change the single evaluation system ofexamination and advocate multiple evaluation system. On the other hand, a newevaluation system of affective attitude objectives should be explored. Only in that waycan we change the situation of emphasizing language knowledge and skills andignoring affective attitude. Meanwhile we should raise teachers'own affective qualitiesand teaching abilities. Considering the recent situation, the following suggestions aregiven as follow: to change and update the teaching concepts; to optimize teachingmethods; to provide a stress-free learning environment; to establish a successfulrelationship between teachers and students.