A Research On The Strategies Of High School English Emotional Teaching In Jiujiang

Under the long-time influence of exam-oriented education, English lays particular emphasis on implantation of knowledge points in China. This hinders the quick development of emotional teaching in high school English class. The traditional teaching model emphasizes the learning of knowledge points and overlooks the students’emotions. This thought has disadvantages in the improvement of English applied ability, all-round development and cultivation of the autonomous learning capacity for the high school students. It also goes against the requirements and development trend of modern education. The occurrence and evolution of language is a natural process, and it has close relations with the human beings’lives. Simultaneously the language is the carrier of the culture; therefore the language teaching should be accompanied by emotional factors. Close attention should be paid to the students’emotions and it plays an very important role in high school English teaching. The active emotional factors such as the interest, motivation, self-confidence, teamwork and cross-cultural consciousness can accelerate the English learning. The passive emotional factors such as anxiety and fear can impede the English learning. High school teaching should follow the discipline of language learning and emotional teaching should be advocated. The students’ active emotions should be stimulated to better the teaching efficiency. Emotional teaching can also promote the development of the students’ noema, sentiment, manner, value and enhance their comprehensive humanistic qualities.As is known that Since General High School English Curriculum Standard was issued by Ministry of Education in2003, many relative experts and scholars keep a watchful eye on the high school English emotional teaching. Numerous high school English teachers on the front have been exploring the application strategies. Even so some problems also exist:they cannot comprehend the teaching purpose and principle of emotional teaching in high school English class and have no effective teaching model to use for reference. A section of high school students think English teaching is dull and the teaching method is monotonous. All of these lead to the loss of studying interest and self-confidence, so far as to result in anxiety and suppression in high school English class. The reasons which give rise to all of the problems have close relation with the Admission and Examination System which lays excessive emphasis on the exam results, with the rigid teaching and organizing criteria, with the unsatisfactory teachers’qualities, and with traditional educational concept which advocates the absolute authority of the teachers. Because of these reasons, how to inspire the positive emotions and how to avoid passive emotional factors in details are analyzed in terms of teachers, students, textbook and class teaching. To improve high school English teaching emotional teaching is advocated in this thesis.Based on the high school English emotional teaching, literature research method, questionnaire survey, interviews and observational method are used in this thesis. The author applied relative theories to real-life situations and link with the everyday teaching practice to hit the mark. By surveying the teachers and students from the Senior High School of NO.5Middle School and NO.7High School in Jiujiarig and analyzing the survey results, the author wants to know the status quo and the existing problems in high school English emotional teaching. The leading influential factors are analyzed and the effective high school English emotional teaching strategies are summarized to make it develop in harmony with cognitive teaching.