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1、 1 1 / 1212On the Emotional Factors in English TeachingAbstract emotional communication in English teaching “catalyst“, “stabilizer“ and “lubricant.“ English teaching in secondary schools, the proper use of emotional factors, motivation of students to emotional suppression or elimination of negative
2、 emotion, understanding, respect for the students emotional and personality, to improve classroom efficiency, ultimately achieving the purpose of teaching students all-round development. Key words emotional factors, catalyst, stabilizer, lubricants, emotional investment, English teaching, basic educ
3、ation “Basic Education Curriculum Reform Program,“ Part III. There is such a passage of “national curriculum standards is a learning and teaching materials, teaching, assessment and examinations based on . . should reflect the state of students at different stages of knowledge and skills, processes
4、and methods, emotional attitudes and values and so on the basis of requirements . .“ Thus, “basic education curriculum reform outline,“ not only to pay attention to the students know-how, capacity-building process, and also emphasized the emotional experience, attitudes and values formation. Traditi
5、onal education is education focused orientation, goal orientation and knowledge- oriented, which separates the process and the results of continuity, the unity of knowledge and methods, ignoring the wealth of the intrinsic value of the process itself. It emphasizes the main body of the personal expe
6、riences of learning, autonomy and methodological; emphasized the knowledge and experience, generally accepted ethics and common feelings, ignoring the individual experience, feelings of difference. The new curriculum reform requires the implementation of quality education in English teaching, which
7、is to give every student in the English mastery of knowledge and get maximum gains in the methods of learning English to be the biggest inspiration, in the development of the integrated use of knowledge of English listening , speaking, reading and writing ability to the greatest success. All this de
8、pends not only on the learners attention, observation, memory, thinking and other intellectual factors, but also depends largely on the affective factors in English teaching, or depends on the learners emotions, attitudes, motivation and other affective factor. 1, positive emotions and negative emot
9、ions on the teaching of English plays a diametrically opposite effect. Positive emotions and negative emotions on the teaching of English plays a diametrically opposite effect. Would be interested in the experience of successful germination, boost confidence, inspired students to learn the inner pow
10、er, greatly enhance the cognitive effect. On the contrary, anxiety, sadness, frustration, failure and other negative emotions will make the students a sense of loss of confidence in a state of psychological inhibition, this will lead to more learning worse, so out of hand. Middle School English teac
11、hing there is a tendency of teachers in general, as imparting knowledge, problem-solving for the duty, while emotional factors in the teaching role is 2 2 / 1212often underestimated or did not really focus. Those in poor academic achievement of English often used to listen to say, more reading, more
12、 intensive training and training and other ways or means of negative criticism of punishment, very few take into account the impact of emotional factors on the learners. Emotional factors are second- year junior high school or a semester grade, English language learning is an important reason for th
13、e polarization. Learning a good student, learning a sense of accomplishment, recognition and encouragement by teachers and classmates, envy, will have role in promoting learning; while those who “can not keep up teams“ of students, from teachers, students get the negative emotions, learning will hav
14、e varying degrees of psychological inhibition. This will therefore have a negative impact on learning, so polarization has become increasingly evident. Middle school students is growing developing, mental not yet mature, and feel very vulnerable. Therefore, English teaching in secondary schools, we
15、must pay attention to the role of emotional factors, the correct use of emotional factors in order to promote the improvement of English teaching effectiveness. Second, emotional communication is English teaching “catalyst“, “stabilizer“ and “lubricant.“ By Maslow, Rogers, represented by humanistic
16、psychologists stress the learning process the human factor, attention to the wishes of learners, feelings and needs. Constructivism psychologist advocacy: to create problem-solving scenarios, between teachers and students should be rich, multi-directional exchange, cooperative learning and interactive teaching. Emotional Education New Curriculum Standards proposed goal of this course. Positive emotions in Teaching“English Teaching
