A Research And Practice On The Affctive Teaching From The Hunanistic Perspective In Senior High School English Teaching

English teaching is booming at the background of open and reform policy.However the teacher always pays attention to knowledge but neglects emotion in theteaching process, which makes the teaching effect fail to achieve its goal.In a word,what makes the English teaching effect fails to achieve its goal and prevents students’ full development is the absence of emotion and encouragement in teaching process.The educational value of humanism tell us that English teaching is a community ofknowledge and skills, emotion and value, learning strategies and cultural awareness,which are interactive developed. The English teaching that only emphasis on thedevelopment of knowledge and skill is not a true sense of teaching to some extent.While cultivating students’ comprehensive using of English language should be theultimate goal of English teaching. The humanism believes that students’ learninginterest can be aroused, their learning motivation can be enhanced, their obstructiveanxiety can be relaxed and their learning confidence can be improved by emphasizingthe emotion in teaching process. Against this background, students will learn Englishactively and develop good sentiment willingly so as to improve their English andcomplete themselves. Then, the English teaching effect will be optimized. If the teachercould comprehend the importance of emotion factor in the process of teaching andbelieve every students’ ability in their learning process, then they can help a lot instudents’ English improvement and full development. For English teaching, knowinghow to develop students’ emotion(implementing the affective teaching) is useful forimproving learning effect, arousing learning result and developing students’ fulldevelopment. Consulting previous studies at home and abroad and depending on thetheory of affective teaching, the author implements the emotional teaching in theteaching process. And focus on the effect of affective teaching to students’ fulldevelopment and teaching effect. The author mainly choose the anxiety, confidence andmotivation from the emotional factors as the research objects and mainly researches andanalyzes the condition and the reasons of them to find out if they have a great influenceon students’ full development and teaching effect. According to the result ofinvestigation and research, the author adopts a set of pointed affective teachingstrategies in the real teaching practice and takes notes of the changes of students’ emotional quality to try to find out the relationship between the emotional attitude andEnglish learning effect and students’ full development.Based on the results of the research and practice, this paper finally draws theconclusion: teachers implement the affective teaching effectively from the perspectiveof the humanism and cultivate students’ positive emotional factors in the teachingprocess not only can improve students’ English scores, optimize English teaching effectbut also can improve students’ qualities to a full degree.