Probe Of Affective Education In Chinese Primary And Middle School

Human is the integrity of rationality and non-rationality. Affection, as an important part of non-rationality, is the prerequisite to be human. The activity of education is to train human. Naturally, education should focus on human's affection. The quality and ability of affection will be formed during the primary and middle school period. Education will play a vital role. So, this thesis studies the affective education in Chinese primary and middle school.This thesis has four parts:Part I discusses the concept, development and significance of affective education. This thesis states that affective education is an idea. We put forward this idea because the current education emphasis too much on cognition and rationality, and just ignore affection aspect. It is a part of the educational process, not an independent educational form. It includes caring human's affection, happiness through education and help education to be better through affective factor. The thoughts of affective education sprouted very early in ancient time. Then, it has developed during the latter-day. Nowadays it already emerged its vitality. Affective education is quite necessary to adapt the rapidly changing society, which require people to learn continuously during their whole life. It also has great significance for people's complete development and happiness.Part II discusses the problems within Chinese primary and middle school affective education and the reasons. Through material study and investigation, we find that the affective qualities of students and the affective education abilities of teachers do have problems. In the aspects of educational view, content, method, model and evaluation, all of them reflect the ignorance of affective education. The reasons are: (i) circumscribed by traditional culture; (ii) lack of cognition and study; (iii) pressure to enter a higher school; (iv) side effect of rationality.Part III construct the theory of Chinese primary and middle school affective education. It states that the affective education should based on the idea that human is a whole integrity, an integrity of rationality and non-rationality. The value orientation of it should be contemporary humanism. It also lists different level aims, different content aims of affective education, and the affective educational aims of curriculum. This thesis creatively put forward the occurrencetheory of affective education. That is: Human has needs, and needs is the base of affection occurrence. So, to train people's affection, education should set about from meeting people's needs.Part IV is the practical probe of Chinese primary- and middle school affective education. (I) Based on the above occurrence theory of affective education, creatively states three point to begin affective education, (i) Human has needs to be loved, be respected and be a member of a group. These needs can be fulfilled though social communication. So, affective education can begin with "communication", (ii) Human has the instinct needs to probe. So, we can also begin with protecting and training students' interests, (iii) Human has the needs to realize their value. This includes they need to feel they are capable, available, fruitful, and be praised by others. So. we can begin with helping the students to experience success. (II) Bring forward the ways to actualize affective education, that is: (i) amalgamate affective education idea with common moral education, intellectual education, esthetical education etc. (ii) make better environment to nourish affective education, (iii) set up special affective ability curriculum. (Ill) Classified educational materials into four categories, that is, materials with obvious or concealed affective factors, or affective factors need to be enlightened, or without affective factors, put forward four teaching tactics, that is. revelation tactic, excavation tactic, enlightenment tactic, endowment tactic.Finally, this thesis appeals to enhance the study of Chinese primary and middle school affective education.