On The Humanistic Education Concept In Foreign Language Teaching

Humanistic psychology has been appeared in United States since the60’s in the last century. Founders like Rogers and*emphasis on progress of students’ self-development and self-fulfillment who also point out exploring students potential so that help thern to be a "whole and free "individual. They underline the value of each individual, the relation between teachers and students and the comfortable inner environment. Humanistic psychologists also emphasis on students’ all-round development which need unifying cognition and affection. Linguists attempted to add affection into language teaching after70’s and80’s in last century.As humanist principle develops, the affective factors in education are gaining more attention in Chinese teaching. However, which we cannot neglect the misunderstanding of using affect factors such as excessive tolerance which could result several problem like the imbalance of student-teacher relationship, undisciplined in class and so on.Considering diversity of learners and according to Maslow’s "Hierarchy of Needs", teachers of Chinese as a foreign language should use the affective factors in class by considering special need of independent units and try to build an ideal mental atmosphere which is full of safety, trust and expectation. Combined with real cases this paper is aimed to make some suggestions for using affect factors.