The Investigation Of Empathy In Senior High School English Teaching

Under the baton of college entrance examination,the traditional senior high school English teaching excessively focuses on the explanation of grammar knowledge and students' academic performance,leading to the “spoon-feeding” teaching mode centered on teachers.However,foreign language learning itself is a kind of cultural experience which is the integration of five dimensions of culture: persons,practices,products,perspectives and communities.In the complicated cultural experience,in order to meet the students' cultural experience and emotional needs,teachers and students are required to properly deal with the relationships between teachers and students,students and students,native language and target language,national culture and exotic culture,students and authors.And all of these relationships are constrained by the five dimensions of culture and cultural iceberg phenomenon.If the low level of emotional needs of students are not satisfied,the high-level cognitive needs cannot be realized.Educational psychologists believe that emotional factors play a vital role in the process of English teaching,and the change of students' emotional attitude will directly affect the effect of foreign language learning.Ordinary High School English Curriculum Standards issued by the Ministry of education also explicitly put forward the cultivation of students' emotion as one of the teaching objectives.English teaching should be a process of cultivating emotion and pragmatic competence.Positive emotions can stimulate students' intrinsic motivation,while negative emotions can cause anxiety to students and have a negative impact on student learning.As a communicative link between students and others,empathy is a vital emotional factor in their English learning.As a result,the rational use of empathy in English teaching plays an important role in enhancing teaching effect,improving teaching quality,cultivating students' positive and healthy emotions and establishing harmonious teacher-student relationship.On the contrary,if we ignore the students' emotional attitude,it will lead to the lack of enthusiasm and initiative in English learning and produce weariness.“Empathy” as a positive emotional factor has been paid attention to by educators.However,most of the findings in this field are focused on college English teaching with lessstudy on senior high school English teaching,furthermore,these small amounts of research achievements emphasize on theoretical research with limited specific teaching application research.Based on senior high school English empathy teaching as the main research object,this thesis has employed questionnaire survey,interviews and observational method.By surveying teachers and students in Senior Two in Hanzhong Senior High School and analyzing the survey results,the author wants to know the current situation and the existing problems in high school English empathy teaching,thus puts forward the strategies of improving empathy teaching in combination with the teaching cases.The implementation of empathy in senior high school English teaching can not only stimulate the enthusiasm and interest of students,promote the emotional communication between teachers and students,improve students' cognitive level and create a harmonious classroom environment,but also strengthen the acquisition of students' English cultural knowledge,so that students can overcome the cultural barriers and realize cross-cultural communication,promoting their personal growth.