A Study Of Implementation Of Affective Objectives For English Teaching In Senior High School

The traditional English teaching attaches importance to developing students’ linguisticability and neglects their emotional needs and satisfaction. The phenomenon of emphasizingcognition and neglecting affection exists commonly. Studies have shown that affection andlearning outcomes are closely related, especially positive emotions which can stimulateenthusiasm for learning. Thereby, positive emotions can help improve academic performancefor students and lay the foundation for students to establish a correct outlook about life, valueand the world.People have a long history of the studies on affection in language learning. Fromclassification of educational objectives, humanism psychology to “National EnglishCurriculum Standards for Senior High School”, all of them make researches on affectiveobjectives. However, there exist some problems. The theories on affective objectives are notcomprehensive; the theories can not match the teaching practice; the researches on teachingare not enough. The establishment and implementation of affective objectives contribute tomaking students feel satisfied in emotion, which have an influence on the aspects ofmotivation, willingness and confidence. They are good for all-rounded development ofstudents. The establishment of affective objectives shows that “Students are the center” is thekey point of education. The complementation of affective objectives is bound up withteaching and learning outcomes. It is an important content of education reform to establishaffective objectives in English course. It is relevant to the prospect of education, inaccordance with the world trend and lays the main key for education.On the basis of the theory that classifies the educational objectives and the “NationalEnglish Curriculum Standards for Senior High School”, the thesis analyzes the currenteducation situation and researches the the implementation of affective objectives in Englishcourse of senior high schools. This thesis attemps to know the complementation of affectiveobjectives for senior English course, tries to find the factors that affect the realization ofaffective objectives, and the measures that are conductive to the complementation ofaffective objectives in order to help instruct teaching activities.The thesis studies in the form of questionnaire and aims at making a research betweentwo different schools. The participants of the survey are the English teachers and students that are chosen from two senior high schools in Yantai and Ningjin.The study analyzes the data that are collected from the questionnaires under the help ofSPSS procedure.The study has shown that the complementation of affective objectives forsenior English course is not satisfatory. The results are analyzed from two perspectives ofteachers and students. Most of the teachers have a certain degree of understanding of affectiveobjectives of senior high school; but they neglect the application of affective objectives inpractical teaching. There is a gap between theories and actual teaching. Students have someshortcomings at the aspect of interest, motivation, self-confidence, willpower and thecooperation spirit in learning English.Through the study of implementation of affective objectives for senior English course,the thesis has found out some factors that affect the implementation of affective objectives.The study shows that the constraints of the examination and the academic pressure are themain reason for affecive objectives’ realization, followed by teacher quality and teachingability. The support of schools and the education sector has also restricted the implementationof affective objectives.The thesis finds some measures that are conductive to implementation of affectiveobjectives. People should take measures from multi-aspects to promote implementation ofaffective objectives. The specific measures are as followes: the teacher should change theroles of teachers, improve classroom atmosphere, adopt teaching methods more flexibly,strive to improve their professional skills and qualities to help students develop positiveemotions, and cultivate a harmonious relationship between teachers and students, concernabout students’ emotions. Schools and education departments should intensify efforts tosupport the emotional targets, carry out the affective objectives of vocational training, helpand guide teachers to change their concepts of education. Students should use positiveemotions, make teacher-student relationship more intimate, and learn to control negativeemotions.Due to various reasons, there are some inherent limitations, with a hope of providingsome advice for the teachers to some extent.