An Investigation Of Affective Objectives In Senior High School English Class

For a long time, people only concern the role of cognitive factors in teaching, so emotional factors don’t get enough attention. Even in our country, after several years of quality-oriented education, our teenagers’ emotional state still don’t arouse people’s enough attention; their emotions can’t get synchronous development with their cognition. According to massive researches, experts have found that there are some drawbacks in this kind of teaching method. It limits teachers’ teaching potential, expose more learning burden on students, hurts their spirit state, therefore they fear English examination and hate English learning. As a result, students’ English learning efficiency is very low; meanwhile they can’t get harmonious and healthy development in body and mind. All these will have a very bad effect on their personality development. Attached great importance to affective objective is trying to change this situation. Our domestic education don’t deeply understand this kind of education concept of cultivating students with the harmonious development of high cognition and high emotion, so to a certain extent, the development of students’ emotion often be ignored in education.In the new English curriculum standards reform, it starts to stress the role of affective objective in teaching. In order to fulfill affective objective requirement, it puts cultivating students’ positive emotion as one of the teaching goals. It provides important realistic basis for us to cultivate student’s emotional quality. The new curriculum standards aim to inspire and cultivate students’interest, build up students’confidence, form good learning habits and effective learning strategies, develop autonomous learning ability and cooperation spirit in English learning. The Ministry of Education also indicates that English teachers should not only cultivate the students’language ability, thinking ability, imagination ability and innovation ability, but also permeate emotion education in teaching. In high school English teaching, however, few people study affective problems. Due to various reasons, our English teachers have poor affective knowledge, they rarely apply emotion education in English teaching, and they also lack enough understanding about foreign study of affective factors in English teaching’s application. Unfortunately, some teachers not only lack theoretical knowledge and teaching materials but also lack skills and strategies to use emotion source to develop students’ emotion quality.Aiming at this phenomenon, this study is based on humanistic learning theory, constructivism learning theory and the affective filter hypothesis to investigate the general situation of the implementation of affective attitude objectives in senior high school English teaching and teacher’s and students’attitude towards it. This paper will answer the following three questions—the current situation of its implementation, the reasons for affecting its implementation and the measures to promote its implementation, and the thesis tries to find out some factors that affect the implementation of affective objectives. In order to promote the implementation of affective objectives in English teaching, teachers need to create a harmonious learning environment, change students’English learning attitude, enhance their interest in English learning and make them really enjoy English learning and teach English by students’English level.