The Application Of Affective Education To English Teaching In Secondary Vocational Schools

Secondary vocational school students often have a weak foundation in terms of knowledge acquisition and a poor performance.They aren’t interested in learning;moreover,some secondary vocational school students are sensitive,with poor self-control and unstable mood.In class,no matter how rich and colorful teaching activities are organized by teachers,most of the students are indifferent,resulting in the current situation that secondary vocational school students are tired of learning and teachers are tired of teaching.Affective education is an important part of quality education,and it has received more and more attention from national educational departments.The implementation of affective education in teaching can create a good teaching environment for students,cultivate students’ positive outlook on life and correct attitude towards life,stimulate students’ positive affect of learning and improve the effect of classroom teaching.In view of this situation,the author of this thesis chose affective education as the research subject,and the following questions were studied and discussed: 1.What is the current situation of the application of affective education to English teaching in secondary vocational schools? 2.How to use affective factors in affective education to enable students to learn English better? 3.What is the effect of affective education on the students’ achievement in English?According to humanistic theory and affective filter hypothesis,the author selects four main affective factors(interest,motivation,self-confidence and anxiety)as the intermediary factors of affective education in secondary vocational schools,and puts forward corresponding affective strategies to promote students’ all-round development.In this study,the experiment is carried out for a semester.The research subjects of this study are 32 English teachers from two secondary vocational schools and 92 students majoring in Accounting from Class 1 and Class 2 of Grade 2019,Suqian Zeda Vocational &Technical College in Jiangsu Province.The traditional teaching mode is adopted in Class 1,while the affective education is involved in the teaching in Class 2.The study is carried out by using literature research method,questionnairemethod,interview method and class observation method.The experiment results show that: 1.English teachers in secondary vocational schools do not pay sufficient attention to affective education and seldom use affective strategies to improve teaching effect in English teaching.2.Taking students’ affective education as a starting point,the author employs certain methods to lower students’ affective filtering level by stimulating their interest in learning,enhancing their motivation and confidence in learning,and reducing students’ anxiety,so that students can learn English better.3.The implementation of affective education has a positive impact on students’ achievement in English.The achievement of students in Class 2 is better than that of Class 1;most of the students participate in classroom activities actively.The implementation of affective education in English teaching in secondary vocational schools is helpful to satisfy the cognitive and affective needs of students.However,this experiment lasts only one semester and only involves first-year students as subjects,so the experiment results have certain limitations.