A Study Of Implementation Of Affective Objectives In Junior English Course In Xinjiang Urumqi’s Downtown

Compared with the modern English teaching, the past traditional English teaching existed the phenomenon of paying more attention to the cognition and neglecting affection. Actually, the teacher has some misunderstandings of affectional cognition. Most studies have shown that affection is closely related with learning outcomes, especially positive emotions which can stimulate enthusiasm for learning.However, there are not enough studies of implementation of affective objective in junior English course in Xinjiang Urumqi’s downtown. Therefore, on the basis of Bloom’s theory that classifies the educational objectives and humanistic psychology,the thesis studies the education situation of Urumqi’s downtown and analyzes the implementation of affective objectives in junior English course. This thesis mainly attempts to know the implementation of affective objectives for junior English course in Urumqi, tries to find the relationship between implementation of affective objectives for junior English course and the students’ grade, and implementation of affective objectives for junior English course of schoolboys and schoolgirls who are in different grade.The thesis studies in the form of questionnaire and interview in order to make a research between two different schools. The participants mainly include the English teachers and students who are chosen from the No.9 middle school and No.6 middle school in Xinjiang Urumqi. The data that are collected from the questionnaires and interview are analyzed by SPSS procedure. The study has shown that the implementation of affective objectives for junior English course is not very satisfactory. Students have some shortcomings at the aspect of interest, motivation,self-confidence, willpower and the cooperation spirit in learning English. In some way,though most of the English teachers have a certain degree of understanding of affective objectives of junior high school; they neglect the application of affective objectives in practical teaching. Implementation of affective objectives for junior English course is inversely proportional to the students’ grade. In different grade,schoolgirls are better than schoolboys in implementation of affective objectives.