The Study Of Emotional Effect On English Teaching In Senior Middle School

With the development of English teaching reform under the guidance of new curriculum standard, the significance of the interaction between teachers and students in English class teaching and the influence of different emotions to the teaching effect have been paid more and more attention. Teachers should influence students in different kinds of aspects in order to help students to keep positive emotion, inspire students’motivation and enthusiasm for learning English, and improve their learning efficiency.Emotional effect refers that teachers and students’different emotions in teaching can have different teaching effects. Modern psychology hold the opinion that emotional elements can start and activate people’s cognitive activities, thus emotional elements can directly induce learning activities and be transformed into learning motivation, which can not only inspire students’ learning, but also improve the efficiency of students’intellectual activity. This study investigates and studies the emotional effect in English learning for high middle school students, aiming at finding out what are the emotional problems in the interaction between teacher and students in senior middle school English class, and what are the differences in the aspect of emotional effect in both students and teachers between the key school and the ordinary school. This study uses questionnaires and interviews to analyze the emotional problems existing in English teaching and make comparisons between the key high middle school and ordinary high middle school on the emotional effect.30 English teachers and 300 high school students as participants are from an ordinary high middle school, YiQi Senior Middle School and a key high school, Erdos No.1 Middle School. SPSS 17.0 and Excel 2003 are used to do the statistical analysis and descriptive statistics.The research results manifest that there is a lack of positive emotional communication in English class teaching in high middle school and most English teachers apply the emotional effect in English teaching a little. Teachers in key school are more likely to think and apply the emotional elements.