Research On Emotional Education In Senior High School For Fine Art Students In English Lesson

Teaching fine arts students English in senior high school is a great challenge for English teachers. For one thing, many of the fine arts students have relatively weak English basis so that they find it hard to adapt to English teaching in general senior high schools. For another, because of distinguishing features of Fine Arts, they have to spend far less time in learning English than their counterparts in senior high schools.In response to the situation, the author attempts to apply Affective Teaching to teaching fine arts students English in senior high schools, with a view to arousing their interest in English learning, and to promoting the teaching efficiency as well.In this research, the author first focuses on analyzing the negative affective elements that art students in senior high schools have in both English classes and English learning, and the relevant reasons. Then the author lays great emphasis on how to apply Affective Teaching to teaching fine arts students English in senior high schools.The thesis consists of five chapters. The first chapter is introduction. The second,Literature Review, mainly introduces the definition of affect and affective elements and reviews the relevant researches at home and abroad. The third chapter is research methods, including questionnaires on current English learning conditions of senior students in experimental classes, interviews with English teachers and the case study of a few students and the application of Affective Teaching. The fourth chapter is about findings of the study, analyzing the affective elements of the experimental classes respectively before and after the questionnaires and thus revealing remarkable impacts of Affective Teaching. The fifth chapter is about conclusion and suggestions.Based on the empirical study, the author reaches the following conclusions.Firstly, because of their poor English foundation, fine arts students are commonly afraid of English learning and inactive in English classes. Secondly, the application of Affective Teaching greatly improves the efficiency of teaching fine arts students English. Thirdly, teachers should change their roles in teaching, and make their teaching really student-centered. Teachers should also make full use of affective factors to improve their English teaching, thus creating more opportunities for fine arts students to enjoy learning English and experience the happiness of making progress in English learning.