On The Application Of Affective Education To The English Teaching Of Primary School

Affection in psychology means one’s attitude or response to the outside world or one’sexperience, which reflects whether human needs are satisfied or not. There are positive affectionand negative affection. Generally when individual needs are met, positive affection is gained,and the positive affection can enhance pupils’ interest and motivation, improve their learningefficiency. On the other hand, a negative affection can hinder pupils’ learning and lower theirlearning efficiency. Affective education in English teaching refers to the teachers sufficientlyconsider the importance of affective factors, and fully handle the relationship between cognitionand affection in the teaching process, in order to enhance the teaching effect. The purpose ofaffective education lies in creating a good teaching environment, training the pupils to have apositive outlook on life and the correct attitude towards life, and laying the foundation for thedevelopment of pupils in the future.Affective education plays an important part in the current education, and it is also one partof the quality education. With the development of new curriculum reform, the importance ofaffective education has been realized by people and it has been raised to a new level. Affectiveeducation can help the whole-life development of individuals and help the pupils foster themorally sound values and outlook on the world and life. Affective education is conducive toenhancing the sense of beauty, happiness and joy of pupils. So it can promote pupils’ all-rounddevelopment. Affective education can cultivate pupils’ creative ability and imagination andstimulate the potential of pupils. Affective education also can help pupils to form the perfectcharacter and establish a good interpersonal relationship. In primary school we must recognizethe importance of affective education. Positive and healthy affective education is helpful forpupils’ language ability and comprehensive ability, and it also stimulates pupils’ learningmotivation and interest.At present, people pay more attention to the cognitive qualities while ignoring pupils’affective qualities. This kind of teaching mode has serious drawbacks. In this mode of teaching,pupils’ positive affection can not be experienced. Affective quality is not synchronized with thedevelopment of cognitive ability. Pupils can not obtain the comprehensive development. Sinceaffective education can enhance the coordination and effectiveness of teaching and cultivatepupils’ autonomous learning ability, help solve the problem of this teaching imbalance, promotethe harmonious development of students’ cognitive quality and affective quality, a research onaffective education in the primary school is surely of great significance. This paper, based on the analysis of domestic and abroad education research on affectiveeducation, expounds the connotation, characteristics and implementation principles of affectiveeducation. By conducting an investigation of affective education in the primary English teachersand students, the paper tries to find out the problems existing in the affective education andanalyze the reasons. And on this basis it puts forward the basic strategy of the affective educationin primary school.This paper is divided into five chapters in addition to the introduction and conclusion.The first chapter is literature review, introducing the research about the affective educationat home and abroad. The second chapter is the theoretical basis of the study. In this part, theoriesof humanism and constructivism are introduced. The third chapter introduces the design andmethodology of this study and conducts. It clarifies the subject, the method and the process ofthis study. It also introduces teaching plans that the author of this thesis designed and conductedin concrete teaching with the application of affective education in primary school.The fourthchapter is survey of the current situation of the affective education in the school where the authorof this thesis is teaching. To better understand the situation in English learning,520students areselected to make a questionnaire survey and512pieces of feedbacks were effective. Byanalyzing the result of the analysis, the following conclusions are arrived at: most pupils likeEnglish and think English is very important but only a little part of pupils are interested inEnglish; most pupils have confidence in English learning, but half of them don’t like answeringquestions and often feel nervous when questioned in class; the pupils need to be cultivated amore positive attitude towards English learning. And43English teachers of five primary schoolsare selected to make a questionnaire survey and42pieces of feedbacks were effective. Theteachers’ investigation results are as following: most English teachers accept the essence of theaffective education but they don’t pay much attention to it and few of them put it into practice;teachers still have a long way to go in the application of theories of the affective education.Based on the analysis of the investigation, this research studies the problems of the affectiveeducation in primary school and proposes implementation strategies. The fifth chaptersummarizes the research. Yet, due to the limited time and scope of this research, the studyobviously has its own limitations.