Research On Sports Teacher Of University In The Eastern Part Of Inner Mongolia Implementing Affective Education In Teach

Since entering 21st century, the educational circles of the whole country have set off a deep change which is to pursue quality-oriented education all-sidedly, and train a new generation with the harmonious body and mind, and overall development. Under such the background, it is the inexorable trend for the development of era to implement affective education. Affective education is a part of the whole educational course and it permeates in every part of school education all the time. As a part of school teaching, sports teaching must bear the important task to implement affective education too.In this essay, through the sample investigation to the students and sports teachers in the university of the eastern part of Inner Mongolia, the author preliminary delineates their state of understanding of affective education by using research approaches, such as the method of documents and materials, expert-interview method, investigation method of the questionnaire, the statistic method of mathematics and physics, comparative method, etc., thus he puts forward the tactics of implementing affective education and questions that should be paid attention to in the sports teaching. The conclusions are:1. In the educational course, affective education pays close attention to the students'attitude, mood, emotion and faith, in order to promote the students'individual development and sound development of the whole society. Affective education highly relates to sports teaching and the content of affective education totally reflect on the teaching of sports.2. From the investigation, university students in the eastern part of Inner Mongol pay attention to affective education generally, and hope to implement affective education to them. This proves that it is feasible to implement affective education in sports teaching, because students are gladder to accept it, but they are insufficient in knowledge of affective education.3. In university, sports teachers'understanding of affective education are deeper than students', but it is still not just as we wish. In this way, it will influence the result of which the teacher implements affective education to students. Some teachers have adopted some methods to carry on affective education to students at work. They think they can carry on affective education mainly through choosing content of courses, teaching method, teaching organizational form, etc. in the teaching of sports. Sports teachers deem the resistance of implementing affective education stems from not only the subjective factor, but the restriction of the objective condition.4. The factors influencing emotional communication between teachers and students are as follows: the teacher's own quality, the teacher's educational idea, the teacher's teaching attitude, the teacher's attitude toward students, the teacher's understanding level toward students and the teacher's contact intensity toward student, etc. The sports teachers in university of the Inner Mongolia think the education of the teaching material is a factor influencing emotional communication between teachers and students too.5. There are three aspects of requirements for setting up good emotion between teachers and students. (1) The basic requirement for the teacher is to form the teacher-student relationship of harmony and democracy, and possess good personal quality; (2) The main requirement for the teacher is to found the good emotional atmosphere and learn to replace thinking with students. (3) The general requirement for the teacher is to be good at regulating students'psychology, change passive mood into the positive emotion, and require the teacher should...