Application Of Emotional Education To Junior Middle-school English Teaching

English is the world’s lingua franca.Learning English well is of great significance to absorbing the essence of human civilization,learning the advanced science and technology of other countries,and having the voice of China heard.However,for a long time,English teaching mainly focuses on its instrumentality and often ignores the humanity in our country.Not only does this ignore the new curriculum standard for "people-oriented" education,but also fails to improve the effects of English learning.At my school,due to the lack of English foundation and good English application environments,and the separation between learning and using,students will have fear and reluctance towards the learning of English expressed either in their psychology and attitude.Humanistic psychology and other emotional education theories point out that teachers and students should give full play to the positive role of emotional factors.It can enhance the students’ positive emotional experience,and stimulate their enthusiasm and initiative,which will help enhance the teaching effects.In order to test this theory and follow the trend of deepening the reform of quality education in 271 Education Group,the author gives a case study of the Secondary School Affiliated to Yunnan Agricultural University(a branch of 271 Education Group)to explore the application of emotional education in English teaching in a junior middle school.In the evening self-study time,the students’ representatives of each grade have been interviewed.Through a literature review of the theories related to emotional education,the author of this paper has worked out the survey questionnaire,the interview outline and the observation scale of emotional education by using the literature method,the questionnaire method,the interview method,the observation method and teaching practice.The author has made use of the teaching and research time and spare time to conduct the interviews with the English teachers.It is found that different teaching concepts lead to different teaching behaviors.Naturally,there is a gap in teaching effectiveness.The author has also conducted a questionnaire survey on some English teachers from three branch schools of 271 Education Group in Yunnan and somestudents from six classes in three grades in the Secondary School Affiliated to Yunnan Agricultural University,processed and analyzed the data with SPSS17.0,and summarized the current situation of application of emotional education in junior middle-school English teaching.Meanwhile,with the help of the classroom observation scale,the author spent a total of 54 classes in three months to observe the standard class,the target-specific class,the expert-led class and the class taught by heterogeneous approaches,and analyzed the situation and effects of different teachers’ application of emotional education in class.The results of the research show that teachers are aware of the importance of emotional education.The application of emotional education in teaching can not only improve the teaching effects,but also exert a lasting effect that can be internalized,applied and transferred.We should make full use of the positive role of emotional education,get filled with emotion to impart knowledge in English teaching,and help students form a healthy psychology,good moral sentiment and sound personality.In order to make the emotional education have a better effect in junior high school English teaching,the following countermeasures are proposed: First,from the teacher’s perspective,efforts should be made in the aspects of curriculum integration,situation creation,learning guide and training evaluation.Second,from the perspective of the students,we should mobilize all positive emotional factors to participate in English learning activities,so that students are capable of learning English and willing to learn English,know how to learn English,and keep on learning English.Finally,on the basis of the overall analysis,two suggestions are put forward: firstly,schools should play the role of evaluation in promoting teaching and learning;secondly,the teacher’s teaching concept should be integrated with his/her executive force.