Study Of Emotional Education In Teachers College English Teaching

Affective education has been lagged behind cognitive education for a long time in China, which has interfered with the students'all-round development and resulted in a series of problems in their behavior. For those students studying in normal universities who will work as teachers after graduation, affective education is especially important because it will influence their teaching behavior and teaching quality , which will in turn closely associated with the national educational quality to a great extent. Therefore, it is of vital importance and significance for the normal universities to reinforce affective education in their curriculum apart from the solid foundation of specialized knowledge. Being one of the public compulsory courses in normal universities, English has its own advantages in implementing affective education. For the public English teachers in normal universities, they should give full play to the characteristic of the subject, combine the affective and cognitive education in the teaching process and cultivate the educational talents with high qualities.In the thesis, document analysis is integrated with questionnaires and interview. In the Introduction Chapter, using relevant theories such as theory of instruction and curriculum,theory of higher education,theory of psychology and theory of linguistics, the author presents a theoretic analysis of affection and affective education and a thorough review of the study both at home and abroad. In the Second Chapter, the author investigates120 public English teachers and 515students of three normal universities in Shandong Province and one normal university in Hebei Province through questionnaires and interviews on the topic of affective education in public English teaching of normal universities. In the Third Chapter, by analyzing the collected data, the author summarizes the problems and the reasons existing in the affective education in public English teaching of normal universities. In the Fourth Chapter, the author proposes the countermeasures to reinforce the affective education in public English teaching of normal universities.The author summarizes the current problems existing in the affective education in public English teaching of normal universities: 1.improper objective orientation ; 2.improper teacher-role orientation;3.improper strategy orientation. The following are the reasons leading to the problems:1.the large class-scale making teachers overburdened;2.the rigid teaching mode separating affection from cognition;3.the students'poor subject consciousness resulting in less participation in the teaching process;4.the incomplete teaching evaluating systems. According to the above results, the author elaborates the goals and principles of affective education.Finally ,the author proposes the following measures on how to enhance the effectiveness of the affective education in public English teaching of normal universities:1.strenghtening the teachers'study of affection theory to improve their affective accomplishment;2. stimulating the students'positive affections to motivate their affective internalization;3. emphasizing the discourse approach in teaching materials to explore the affective resources;4.creating the strong atmosphere in the English class to put the affective education into practice;5. completing and perfecting evaluating systems to integrate the affective education with the cognitive education.