A Study On The Positive Action Of Cultivating High School Art Students In English Learning

It is universally recognized that positive affect may bring about psychological and physical promotion in people’s life, and that affective factors are of great importance in education. Many educators believe affective teaching which considers both students’intellectual level and their effective performance may contribute to improving students’ learning ability.Art and PE (APE) students are students of special features. They are found more sentimental, extrovert, expressive, and sensitive to the world around them, yet less efficient in English learning as a second language. To help with their English learning, this study was designed, enlightened by Affective Filter Hypothesis, Humanism Education Outlook, Constructivism Theory, Affective Teaching, and other previously-made discoveries concerning effective teaching in language classrooms home and abroad in the hope that students will develop positive affect towards English learning, and thus achieve a better academic performance, and finally an effective classroom training model of affective teaching for AA students can be established.This study, a two-round action research over a 36-week period, took 23 second-year AA students of a senior high school as its subjects. The action research employed structured questionnaire surveys, individual interviews and achievement tests to collect data and then analyzed the data both quantitatively and qualitatively in an attempt to demonstrate the effectiveness of the training model on these APE students’affective promotion and their English learning.The findings suggest, affective teaching does prompt the APE students to have positive changes of their learning interest, motivation, self-confidence, willpower and team spirits. And in turn, it contributes to a general improvement in their English learning achievement, although the extent of the improvement varies according to their original levels of English. In addition, the training model functions more effectively when both the teachers and the students are made ready to change their roles and such factors as the APE students’ characters and talents into the teaching are wisely integrated into the classroom teaching.