Affective Approach To English Grading Teaching Mode

In recent years, the expanding enrollment leads to a fast increase of the number of college students. The sources of students in higher vocational schools are relatively complex. They are students from secondary vocational schools, professional high schools and high schools. The traditional teaching mode cannot meet the need of development of student’s personality. In this case, the Ministry of Education issued a document named The Basic Demand for English Course in Higher Vocational College. It aims at improving and standardizing the teaching process of college English. In this document, grading teaching and individualized instruction are required to be implemented. Since then, grading teaching mode has been an important organization form for English teaching in colleges.With the social development, the factor of affect in education has caught a lot of attention of people. The affect directly influences the development of a person. Modern education advocates the respect of students’ affect and needs and helps each of the student receive best development of their potential abilities. To care and study students’ affect have become an important task for teachers.In this paper,134 students are chosen to be the research subject. The influences of grading teaching mode on students’ affect are studied through questionnaire, observation and interviews both to the students and teachers. Three questions are raised in this paper.1. Can grading teaching mode promote the development of students’ affect?2. If it can promote, which factors play the key roles?3. Which factors may obstruct the cultivation of students’ affect? These three questions are answered through the collecting and analyzing of data. And some suggestions are given for the improvement of grading teaching mode.The results show that grading teaching mode can promote the development of students’ affect. Among them, student and evaluation classification play the most important roles. If proper methods are not applied in implementing grading teaching, each of the factors can obstruct the development of students’ affect. According to the current situation of grading teaching, the following suggestions are raised in this paper, In the classifications of student and evaluation, the standards are simple. More rational factors should be included for classifying. A scientific grading should be achieved to create more channels for the development of students. In the textbook classification, the textbook should be selected more carefully with the consideration of student’s cognitive and affective factors. Only in this way can the most suitable textbook be used by students. In the teaching classification, the teaching content shouldn’t only be different at difficulty degrees. Teachers should firstly have a correct understanding of students at different levels and use various means to promote the development of students’ affect.