A Study On Current Situation And Strategy Of Affective Education In English Teaching In Ethnic Areas

With the rapid development of society, English is increasingly used in international exchanges,which is playing an important role in promoting social economic and social development. So English has become very important in the education, and English education has developed rapidly in many parts of the country. However, in some ethnic minority areas, the development of English education can not be so satisfactory.The writer has been engaged in English education in a high school in ethnic minority areas, the writer knows educational level in ethnic minority areas is lower comparing to non-ethnic regions, which seriously affect the economical development in ethnic minority areas .To improve this situation, the writer conducted an investigation and study on English teaching of Si Chuan Lei Bo middle school in ethnic minority areas., the writer has engaged in English teaching in this school, so the writer is very familiar with its teaching situation and its development, and the writer understands that English teaching is relatively weak in the middle school. There are various factors restricting the teaching of English. For example, the local economic is backward; many families of students are very poor ; the lack of qualified teachers and the level of English language teaching profession are not high; the Yi language and Chinese language have some negative transfer to English language learning, etc. These factors will have a negative impact on Lei Bo high school teaching, and hinder the English teaching. From further development. As a teacher the writer has engaged in English teaching for many years in ethnic areas, and has the obligation and responsibility to put forward suggestion for the development of the local English teaching. The writer find out the most important factor which influenced development of teaching according to his own English teaching experience and comprehension to students, under the guidance of rich teaching theory and combined the theory with the specific characteristics of ethnic areas. Under vigorously supported by the country to ethic areas today, Lei Bo middle school has gotten many favorable conditions, but the development of education is unsatisfactory, a large number of students gave up studying, and parents send their children to study with higher price in the other parts of country, these phenomena show that the local education are with some problems. The writer knows that students in ethnic areas have a qualitatively different with foreign students, they have their own style, habits, in fact, Yi students are more eager to be loved by the family more eager to be understood, more eager to be loved by the teachers than Han students, If our teachers take note of these in the teaching process, development of education can be so slow in ethnic areas? So, I know the importance of affective education in ethnic areas, in order to change and improve the English teaching in Lei Bo, the writer has chosen Lei Bo middle school to conduct a case study, and to summarize and analyze the current situation of affective education used in Lei Bo middle school, and made a corresponding change in strategy. In order to write the research topic, the writer combined the actual conditions of teaching in ethnic areas, from the perspectives of education, psychology, linguistics and second language acquisition and pedagogy theory, and other related theories, the writer studied students in ethnic areas from theoretical and empirical aspects of the inquiry, and further shows that emotional teaching has not been conducted well problems in ethnic areas, and the need and significance of affective education in ethnic areas are of vital importanceThe thesis is divided into five chapters. Among them, the first chapter is the background of study, To describe the current status of English Teaching in Lei Bo middle school, the necessity and significance of the research, and analyze affective education at home and abroad, they only described theory of affective education and value judgments, it is difficult to find the article about investigation of current status and research, for the special group in ethnic areas, My study has made a useful exploration in this regard. The second chapter is the theoretical foundation,. Based on the definition of emotional teaching and affective factors in language learning, the writer explained features about English language learning, the relationship between affective factors and importance of affective education in ethnic areas, and stressed that affective education must be one of the goals of teaching according to "national English curriculum standards" and quality education, it is training of the students` quality, it is for the student's understanding and respect. Affective education is not only means of English teaching but also the purpose of English teaching, it plays the role to guide, promote, stimulate and regulate students, and directly impact on development of students` intellectual and cognitive processes. The power of emotion can directly impact the quality of teaching in the process of teaching, so affective education of English teaching is to deepen the quality education and develop students'intelligence. The third chapter is the purpose of the investigation, objects and methods. A case study on Lei Bo middle school in ethnic areas, mainly use case analysis as well as questionnaires, individual students` interviews, observation, experience summarization method. teachers and students were made a survey and analysis on affective education。The fourth chapter is survey of affective education.. According to survey data collection and analysis, some teachers are lack of emotion theory in the process of English teaching in Lei Bo middle school. The lack of intelligence,the lack of knowledge of the positive role and great value, have no knowledge of superiority in intelligence theory and method are commonly existed, the teachers failed to combine the particularity of national areas to affective teaching, which leading to conflict between teachers and students, students do not want to learn, teachers are tired of teaching, a numbers of students gave up studying, teaching quality is not high. Investigative results show that the most students look forward to getting teachers' love, compassion, understanding and respect for their national customs and emotional communication, students' anxiety is growing and pervading in English class and their inhibited tendency is obvious.The final chapter, the writer combines the survey results and the actual situation of the place, on the basis of the emotional theory, the writer put forward the five strategies of affective education in the ethnic areas. The first, improve the ability of teachers. The ability of teachers includes professional knowledge and teaching ability, they are closely linked with the affective education. Having rich professional knowledge and strong teaching ability are the foundation to become outstanding teachers. Rich Knowledge can make the students perfect emotional resonance through the beautiful tone, harmony rhythm and perfect emotional, which is infectious function of affective education. Influence teaching effectiveness through the emotions, the students will migrate the emotion on teachers to their subject. Showing the teacher's personal teaching ability is a prerequisite for the implementation of emotion, secondly they should understand the culture of ethnic areas., because understanding culture of ethnic areas paves the way for the implementation of affective education., many teachers do not understand the culture of ethnic areas in the process of teaching, especially customs and habits of ethnic areas , they can hurt unintentionally on students in the classroom or outside the classroom, which leads to emotional conflicts between teachers and students, it is neither conducive to communication between teachers and students nor conducive to the improvement of student learning. Understanding the culture of ethnic areas culture is a necessary condition of affective education. The third, to enrich teachers' theory of emotional teaching, with guidance of rich emotional theory, thus affective education can be finished in the process of teaching. The fourth, the proper usage of affective education in the class teaching .The fifth, the correct usage of affective education outside the classroom teaching, affective education is used not only in the classroom but also on the outside of the classroom. The correct usage of affective education means that teachers use right ways according to different students' characteristics, to combining special circumstances of ethnic areas. This will create a sympathy care, respect, moving, communication, tolerance, happy environment between teachers and students, in such an environment, the English quality of teaching in ethnic areas must be a qualitative leap, so the ethnic areas need more penetration of affective education.