An Empirical Study On Secondary School Teachers' Affective Skills In Classroom Teaching

Secondary school teacher's affective teaching skill is a series of teaching behaviors that is to effectively process the emotional factors in the classroom teaching activity so as to improve teaching effectiveness. Teacher's teaching skill is one of the important factors which can affect the teaching objectives to achieve. One can not achieve the affective objectives successfully without teacher's high level of affective skills in classroom teaching. Nowadays,"affections, attitudes and values"is established as one of the three course objectives in the new curriculum reform,therefore, it has practical significance to develop the study on secondary school teachers'affective skills in classroom teaching.This essay integrated uses some research methods, such as literature search, depth interview, questionnaires investigation and field experiment, etc. In this essay, the author constructs the theory of"secondary school teachers'affective skills in classroom teaching", researches its connotation and structure, and works out"The Questionnaire of Secondary School Teachers'Affective Skills in Classroom Teaching",which is in high reliability and validity. On this basis, this essay investigates the status quo of teachers'affective skills in classroom teaching, reveals the relationship between affective skills and correlative variables,verifies the feasibility and effectiveness of secondary school teachers'affective teaching skill for increasing the classroom teaching effect.The research indicates that:(1)Secondary school teachers'affective skills in classroom teaching are formed by five dimensions which are called affective generation skill, affective communication skill, affective cultivation skill, affective expression skill and affective motivation skill.(2)"The Questionnaire of Secondary School Teachers'Affective Skills in Classroom Teaching", which worked out by the author himself, has high reliability and validity. This questionnaire corresponds with the psychometrics that can used as the measurement of teachers'affective skills in classroom teaching.(3)Teachers'affective skills in classroom teaching are at a low level generally, in which the emotional motivation skill gets the highest score while the score of emotional cultivation skill is the lowest.(4)These affective skills present significant difference in these demographic variables, such as professional title, subject nature, school type, school nature and school location, while there is no significant difference in gender and seniority.(5)There is a significant positive correlation between teachers'affective skills and their affective teaching concepts altogether with teaching reflection levels. These two factors have a significant positive predicted effect on affective teaching skills. Teachers'affective teaching concepts have an effect on their affective teaching skills while their teaching reflection levels partly play an intermediary role in this close relation.(6)There is a significant negative correlation between teachers'affective teaching skills and their job burnout, that is, the former has a negative significant predicted effect on the latter.(7)Secondary school teachers'affective teaching skills have a positive effect on promoting students'cognitive learning and emotional development.