Research On The Status And Optimization Path Of The Affective Education In English Class Of Junior Middle School

The "English Curriculum Standards for Compulsory Education(2022 Edition)" clearly states: "It is necessary to pay attention to students’ emotions,so that students can improve their ability to think and judge independently in the process of learning English,develop the ability to cooperate and communicate with others,learn to view the world objectively and rationally,establish an international vision,cultivate the feelings of family and country,establish a correct outlook on life,values and world view,enhance social responsibility,achieve the improvement of quality of life,and comprehensively improve humanistic qualities." This shows that in addition to imparting knowledge and skills to students,junior high school English teachers should also implement emotional education for students so that students can become well-rounded people.However,the actual situation and existing studies show that the phenomenon of "emphasizing knowledge over emotion" in the current junior high school English classroom teaching has not been effectively solved.Based on this,this study takes Marx’s theory of comprehensive human development,Kraschen’s emotional filtering hypothesis and input hypothesis as theoretical guidance,and uses questionnaire method,interview method,classroom observation method and case observation method to try to explore the following three questions:(1)what problems exist in junior high school English teaching;(2)what are the reasons for the problem of emotional education in junior high school English teaching;(3)How to more effectively promote emotional education in junior high school English classroom teaching.The study found that the overall implementation of emotional education in junior high school English classrooms is not ideal,which is reflected in four aspects: "English learning interest and motivation are not stable enough","English learning confidence and will are relatively weak","English emotional expression and communication are a little lacking",and "cultural inheritance and innovation awareness is insufficient".Since the effective implementation of emotional education depends on the three basic elements of the educated,the educator and the educational influence,the main reasons why the emotional education in the current junior high school English classroom has not achieved the desired effect are:(1)students feel anxious about English learning;(2)Students’ emotional needs are diversified;(3)teachers do not insist on taking students as the main body;(4)simplify teaching content and methods.(5)teachers lack personal emotional literacy.Based on this,through the analysis of junior high school English classrooms,this study extracts the ways and means conducive to the implementation of emotional education:(1)updating the concept of education and teaching;(2)fully explore the emotional factors of the teaching materials;(3)diversification of teaching content and methods;(4)build a harmonious teacher-student relationship;(5)help students relieve English learning anxiety.