Research On The Application Of Emotional Teaching In Junior Middle School English Reading Teachin

In junior middle school,English reading teaching occupies an important position in English teaching.However,currently,under the pressure of the middle school entrance examination,English reading teaching shows a serious examination oriented tendency in junior middle school.Many teachers try to use different teaching methods to change this situation,among which affective teaching is an important method to optimize the reading class.Previous studies have confirmed the positive effect of affective teaching,but the implementation of affective teaching is not ideal.So,how to use affective teaching to optimize the English reading in junior middle school has become a problem,which should be pondered deeply by educators.Based on the theory of Constructivism,Humanism and Krashen’s Affective Filtering Hypothesis,this study applies affective teaching to junior middle school English reading class,in order to analysis the following three questions:(1)In junior middle school English reading teaching,what’s the current situation of teachers’ implementation of affective teaching?(2)When affective teaching is applied to junior middle school English reading class,what are the changes in students’ emotion?(3)When affective teaching is applied to junior middle school English reading class,whether it can improve students’ reading performance? Through questionnaire and interview between teachers and students,this study determines the current situation of teachers’ implementation of affective teaching,students’ emotional status and its changes in junior middle school English reading teaching.This study also carries out differentiated teaching experiments for students in experimental class and control class,and then analyzes the data of questionnaire and reading performance with the help of statistical analysis software.At the same time,combined with the emotional interview results of teachers and students,the following conclusions are drawn:Firstly,most of the teachers recognized the importance of affective teaching and its important role in improving teaching effect,but due to the limitations of classroom time,students’ level,educational strategies and so on,teachers who put affective teaching into teaching practice were less.Secondly,the application of affective teaching to junior middle school English reading class can promote the generation and development of students’ positive emotions.Thirdly,the application of affective teaching in junior middle school English reading class could promote the improvement of students’ English reading performance.This study researches the current situation and influence of the application of affective teaching in junior middle school English reading class.Although it confirms that the application of affective teaching to reading class will promote the generation of students’ positive emotion and the improvement of students’ reading performance,there are still deficiencies in the research objects,research tools and the control of variables.The author will remedy the deficiencies in the future researches,and continue to explore the important role of affective teaching in other types of English classes.