Application Of Affective Teaching To Senior High School English Teaching

With the development of globalization, China and the other countries’ communication has become increasingly frequent. And the language tool, English, as a universal language of international communication has been used widely. Under the background, English has become one of the main subjects of senior high schools in China. How to improve English learning and teaching is a challenge to all the students and teachers of senior high school. Especially, in recent years, with the deep development of new English curriculum reform, many teaching methods and scientific measures are carried out. Among the measures and educational ideas, the affective teaching may have a great influence on the efficiency of English teaching and learning. Affective teaching is at the core of teachers’ work and effective pedagogy. It can improve the quality of English teaching and it can help students to develop good learning habits and other good characters.There are many researches on the affective teaching. What’s more, the New Curriculum has put the emotional objectives into the teaching objectives. However, there are still some teachers who do not take it seriously. According to the humanism in education and Bloom’s the affective domain, human nature, inner emotions, intelligence, hobbies, interests are given more attention in the case study of Zhanhua Experimental School. In this thesis, the author surveys the status of the affective teaching in English class of high school and analyzes the effect of the affective factors in English teaching and learning and then finds out the proper affective teaching strategies which can help English teaching and learning better.In order to investigate the present status of the teachers’ affective teaching in high school, the author made full use of the practice chance and has designed some questionnaires and interviews for students and teachers. The author chose 180 students randomly from grade ten to twelve and then she chose two classes she taught and 9 English teachers of Grade 10,11 and 12 as subjects. The results show the effect of affective teaching on the English learning and teaching. The students’ learning interests, learning motivation, teachers’ emotion and even teachers’ behaviors all can affect their learning efficiency. As for teachers, the results show that in real teaching, many teachers do not pay enough attention to affective teaching and their students’ affective development because of kinds of heavy teaching work and tasks. Because of lacking the communication between the teachers and students, teachers know little about the students’ characteristics, hobbies and interests. After a semester’s experiment, the students in the experimental class who were taught with affective teaching have improved a lot both in learning achievements and other affective aspects. On the contrary, the students who were taught with the usual teaching methods in the controlled class have changed very little. And the two classes were both taught by the author. Results indicate that affective teaching impacted positively on the teachers and students.By comparing the results of the questionnaires and tests, the author has found out the affective factors which affect English teaching and learning to discuss and then has tried to give some effective strategies in improving English teaching efficiency.