Affect And English Teaching In High School

Along with the arrival of the 21st century, the world is experiencing an unprecedented change and development. The quality education calls for cultivating talented people of all-round development. Under the new Curriculum Standards in which the educational beliefs of"humanism"and"for students' lifelong development"are advocated, teachers are considered to be the key to the success of the reform. This thesis aims at paying attention to inspiring, arousing and promoting students'positive affect, forming the positive affect interactivity between teacher and students. So the quality of English classroom teaching can be improved effectively.Humanism psychology emphasizes that promoting a person's overall development has to unify the cognition and the affect. For a long time, however, there is a phenomenon in the English teaching in high school in China, which only takes cognition seriously but neglects the affect. It not only influences the quality of English teaching but also restricts the healthy development of students'affect. Therefore, the success of English teaching in high school has to take affective factor into consideration, and make it well developed. At the same time, imparting knowledge should be combined with cognitional activity effectively in order to utilize the affective education actively.This thesis reveals the affect's theoretical significance and practical value in English teaching, developing the teacher's active role. It combines closely with English teaching, and bases on the theories of psychology, pedagogy and linguistics by more than one year's experimental research of positive affect in English teaching in high school.Based on the research result of domestic and international scholars in this field, this thesis explores the ways of putting affective factors into practice, improving the charming of English teacher in English teaching in order to win the students'trust and respect.This thesis consists of five parts totally. The first part is introduction, which introduces the purpose and realistic meaning of applying affective teaching in high school. The second is literature review, which discusses the origin of affective education and affective goal of education. The third part explains affective theories. The fourth part is the main body, which discusses the application of affective education in the process of English teaching in high school. And the last part concludes this paper and points out the limitation and the shortage of this research.