英语本科毕业论文-初中英语教学情感因素运用.doc

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The scale of English education expands unceasingly in China, the teaching of English gets remarkable achievements. Class teaching is the main way to impart the knowledge of English. However, The English Teaching in Junior School still exists the emphasis on one-sided and neglecting the affection. Some teachers lack the affective accomplishment; the teaching of the neglect to the cultivation of students humanities accomplishment; the class teaching method is single and the atmosphere is depressing. As a consequence, many students have no interests to learn English, and the polarization of grades is obvious. In the stage of basic education, English course is not only to develop students language knowledge and the comprehensive ability to use language, but also should educate students positive affective attitude. Therefore, how to stimulate the motivation of students, make them build self-confidence, and accomplished the positive affective interaction between teachers and students. In order to improve the effect of English learning is an important research subject.This paper consists of five parts. The first part introduces the background of the study. The second part gives the theoretical basis of affective teaching. The third part explains the function of affection and the effect to teaching English. The fourth part describes how to apply the affective factors to English teaching in junior school. The last part emphasizes the importance of emotion.Key words: affective factors; English teaching; application初中英语教学情感因素运用内容摘要随着全球化的实现，英语在我们的生活中扮演了更为重要的角色。我国英语教育规模不断扩大，英语教学取得了显著的成就，课堂教学是传授英语知识的主要方式。然而，在中学英语教学中仍然存在着忽视情感的现象。一些教师缺乏必要的情感修养,教学中忽视对学生人文素养的培养,导致课堂教学方法单一、气氛沉闷，结果造成许多学生对英语不感兴趣，成绩两极分化明显。基础教育阶段的英语课程不仅要发展学生的语言知识及语言综合运用能力，而且必须培养学生积极向上的情感态度。因此如何激发学生学习英语的动机，使学生树立自信心，在英语课堂上实现教师与学生之间及学生与学生之间的积极情感互动，以提高英语学习效果是一项重要的研究课题。本篇论文由五部分构成。第一部分介绍了研究的背景。第二部分给出了情感教学的理论基础的构成。第三部分解释了情感功能对英语教学的影响。第四部分介绍了如何在初中英语教学中应用情感因素。最后一部分再次强调了情感的重要性。关键词：情感因素；英语教学；应用The Application of Affective Factors to English Teaching in Junior SchoolThesis StatementThis thesis discusses the functions and the concrete application of affective factors in junior English teaching. It aims at providing some referencesfor junior English teachers to improve their teaching efficiency.Outline. Introduction. The Rationale of Affective TeachingA. Humanism Psychology Theory B. The Learning Theory of Constructivism C. Constructivist Theory of Affective Development. The Functions of Affective Factors to English Teaching A.The Dynamic Function of The AffectionB.The Regulation Function of AffectionC.The Conative Function of AffectionD.The Coordination Function of Affection. The Application of the affective factors to English teaching in junior schoolA. Building Harmonious Teacher-Student RelationshipB. Stimulating Students EnthusiasmC. Improving Teaching StrategiesD. Selecting Interesting Teaching Materials . ConclusionThe Application of Affective Factors to English Teaching in Junior School. IntroductionWith the implementation of globalization, English plays an important role in international communication. For this reason, more and more people begin to join English learning to adapt to the social needs. Practicesshow that using the appropriate methods can help learners improve their learning ability. However, during class teaching, a lot of teachers think that the task of teaching is just to impart knowledge , the most important thing is the grade of students. Theydont pay attention towhether the studentsinterestedin thecourse, and whether students know how tolearnthe meaning of curriculum. Therefore, many students remember knowledge mechanically and lost their interest in learning English step by step. At the same time, during the English class, the teacher who often play a leading role in the class. So teachers should pay attention to students inner affect and help them to build a positive and healthy impact to promote their English study. As the proverb says that good beginning is half done. Therefore, if teachers canpay more attention to the influenceof students, to help studentsform beneficial habits to study. It is not only beneficial to our English study, but also useful for other curriculums study. It can be helpful in our life. So teachers should learn to use the affective factors to English teaching.Yan Guocai, a Chinese psychologist. He believed that the emotionis the consciousness of human to a objects volatility and infectious; Volatility and infectious are the two basic characteristics of emotion.(Yan Zhoucai, 2001)The expert of Emotional education, Professor Lu Jiamei believed that affection isdivided into the narrow and broad sense. In anarrowsense, affection includes mood, emotion and sentiment. From the generalized point of view, also including motivation, interest, attitude, character, values. (Lu Jiamei, 2002). The Rationale of Affective TeachingA. Humanism psychology theoryIn 1950s, raising a new school called Humanism School, which is also known as emotional school. All aspects of the school and are concerned about human nature, emotion, intelligence, potentiality, objective, hobbies, interests and value of human experience, its philosophical foundation is the western humanism tradition and modern existentialism. It emphasizes the effect of affection on language acquisition. Humanistic psychology is rich in content, including the doctrine of good human nature, hierarchical theory of needs, self realization theory, theory on education reform, etc. These theories not onlyhaverelative independence, but alsohaveclose inner link. These theories have a direct significance for education. The school of thought that teaching is for the students to self realization to create a safe and relaxed learning environment, so that students can actively participate in the process of education.The humanistic school affirmed the human nature, They pay attention to the inherent need of people and emphasize the creative potential of human. These are the challenge to traditional education, especially in the importance of developing students personality, play the potential of students, has exerted an extensive influence on the Chinese educational circles. Humanistic psychology major founder Maslow think that learning is by the insideout process, rather than by the outside-in process. The teacher cant force students to learn, the learning activities should be their own choices and decisions. The teachers task is guidance, students have the potential ability. So the teacher needs to do is to set a good learning environment for students, let the students autonomous learning. Matalos student-centered education has exerted a great influence on the students and teaching. The educational thought of Rodgers is more detailed. Rodgers systematically elaborated the educational idea of humanism psychology in the Freedom to Learn. His educational theory on traditional education is a kind of rigid education mode, education couldnt provide students with the development and reveal the meaning of knowledge and learn to produce correct emotion opportunity. He opposed that suppressed the psychological characteristics of students, ignoring and simply teaching knowledge, the development intelligence education. He advocated to respect and develop personality, he emphasised on students as the center of the humanist education and opposed the traditional subject status of teachers. He believe that we should inspire the students to active learning. He advocated that learning involves two processes, one is the understanding of the process, another is the affective process. The affective development process not only refers to the learners personality changes, but also refers to learners attitude, emotion, will, behavior and personality etc. He pointed out that the purpose of education not only includes the cognitive development, should also includes affective development. It is the whole person education. He believes that the purpose of education is to stimulate students learning motivation, to develop their potentials. Then forming a self concept and a positive value system, so that they can educate their.So between the teachers and the students should have a good positive emotion exchange, in order to create a good educational environment.B. The learning theory of ConstructivismConstructivism learning theory is formed by the development of three philosophy ideological trend and the psychological development theory of Vygotsky. It asserts that knowledge comes from the meaning of social construction. Learners should interact with each other in the social situation.Constructivism believes that learning and understanding does not exist only on paper, it is always involve the original cognitive structure of learners. They always use their own experience to understand and construct new knowledge or information and emphasize the basal impact to get new information, interests, knowledge. Constructivism believes that the language knowledge in any kind of environment is developed based on the experience of that environment. If it doesnt have experience in a kind of environment, learners will not get the mode of language communication. In terms of learning foreign language, the task of teachers is to understand students interests, motivation, so that we can create all kinds of activities to help students study language. We need to regard communication as the purpose of learning foreign language and provide lots of opportunities to students, so that the students can learn from each other, solve the questions that they faced. Then we should help them to understand the knowledge we teach them. C. Constructivist theory of affective developmentThe theory of cognitive development of Piaget, gets much focus over the year, it have a huge impact to education and English learning. According to the theory, there are two aspects about the intellectual development and affective development, the mental activity synthesize the intellectual development and affective development, they are indivisible. Emotion and cognition developed continually. Just like the cognitive development, the process of affective development is a process of the affection to keep balance.Piaget believed that “we couldnt find the behavior which only have affective factor and have no cognitive component, at the same time we still couldnt find behavior that only have cognitive component.” (Zhang Dajun，1999) The core of intellective development is “balance”, it is not only cognitive, but also affective. People feel discontented with the extant way to solve some problems, which can encourage people to find a higher level of cognitive ability, to reconstruct the original cognitive structure, in order to achieve a new balance between cognizance and affection.According to the theory, a more complete description of the development of emotion formed, he pointed out that emotion is built in social relations and social communication, only through communicating with people to realize the healthy development of emotion (Duan Suping, 2002) he put special emphasis on that emotion is not only control or influence, but also is to be constructed. People will try to assimilate it into an existing structure, when he faced with new situations and new things or events, then along with the deeper understanding, he will think about their distinguishing features and change slowly in the existent scheme, he will adapt to the demand of the cognitive and affective;Social communication plays a very important role to affective development, all kinds of the affective construction are dependent on the concept of some relations between self and others. On the other hand, through the real communication, people can learn to identify and describe their feelings, they will think about the reason of providing some emotion and taking appropriate actions, then adjusted by themselves. The emotional development theory of constructivism is a new view. Its meaning is not to provide a set of operating procedures, but get deeper understanding about the essence of learning through the focus, from more effectively guide the teaching practice. So we can guide more effectively in the teaching practice. The close relationship between cognition and affection in intellectual development tells us that the process of foreign language learning is also the process of cognitive and affective building. To solve the weariness of foreign language learning, the utility of foreign language learning and other undesirable phenomena. As teachers, we should fully recognize the cognitive and affective processes in the foreign language in the same important roles, they are mutual influence, mutual constraints, indivisible. Ideal foreign language learning process should make students experience and construct the positive affections, stimulate students motivation, reduce their anxiety on foreign language learning. So to develop their language, learning and positive attitude as learners themselves from the whole culture, which is also actively promoting the healthy development of students affection. The Functions of Affective Factors to English Teaching.A. The dynamic function of the affectionIt refers to the function of affection have increased or decreased power to peoples activities, this is an important function of human affection that the modern psychology revealed. In the past, people consider just the motive can promote persons behavior, the affection appeared only when the behavior satisfy the need or not satisfying, It had no effect on behavior. But research shows that affection is not only a kind of experience which produced by the activity of human practice. But also have a direct impact on human behavior. For example, one person, in the same motivation, under different situations, one is in a high mood another in depression, the motivation of work has a very obvious difference. In the former case, the person go all out, can overcome the difficulties to achieve success; But in the latter case, the person depressed, he couldnt solve the trouble he faced. If apply this function of affection in teaching, we could be able to fully mobilize the enthusiasm and initiative of the students. Teaching activities are different from the common cognitive behavior, it needs the students within the prescribed time, according to the rules for the prescribed contents and received regulation of cognitive operation. Even with students have the learning motivation, but in a different time, the states of students are different. Usually students will regulate their learning state by their will, however, practice has proved that only by the will is not enough, because the affective states adjust students attitude toward teaching. In other words, affection decide their teaching attractive or objectionable, decided the attention of students in teaching, interest, satisfaction, positive, uplifting; or unconcern, negative, not satisfied, depressed. So only use the power function of the emotion could mobilize the enthusiasm of students and improve the teaching effect.B. The regulation function of affectionIt means that the affection affect the ability of organization or disintegration. It is a variety of non intelligence factors, which the only direct psychological factors affected the cognitive activities, It is the way can direct connect with non intelligence factors and intelligence factor, directly affect the operating activities on students. In the past people usually take the emotion as the antithesis of reason to know, they believe that affection can only influence the advanced form of cognitive activities, but modern research showed that a good mood is good for cognitive activities, but not suitable affection will disturb and destruct the cognition activities of the students. The cognitive process of affection provided a great influence in two aspects, one is that medium function of affection conducive to intellectual activities, and too high or too low strength are not conducive to the activity; another is