A Study Of Effectiveness Of Affective Education In Middle School English Teaching

Affective education is a concept opposite to intellectual education and cognitive education. It is a part of educational process. It draws attention to students' attitude, feeling, belief, mood and so on. Linguistic scholar's research demonstrated that cognition and affect are two inseparably factors in language teaching. Psychological researchers have proved that affect plays an extremely important role in promoting people's cognition. However, the phenomenon of emphasizing on cognition, neglect of affect exists broadly in middle school English teaching. Therefore, based on some relevant theories about affect and affective education, this thesis selects three affective elements(interest, anxiety and confidence) as the intermediary factors of affective education in middle school English teaching. And raised the questions of whether affective education is better than the traditional education in cultivating students' positive affect and what effects do affective education have on students' academic achievements, interest, confidence and anxiety in their middle school English learning. This study is of great significance to develop students' positive affect and improve the quality of English teaching in middle school.This study is a comparative study. The experimental procedures basically are pre-test, giving lessons and post-test. The same teacher who is also the author here uses the same material in English teaching for a semester. The experimental subjects are 110 students in two classes of senior one from ShiJi middle school in Erdos. These two classes are divided into experimental class and control class. Before the experiment, the teacher asked students to complete the questionnaire of affective attitudes in the two classes. At thesame time, the teacher takes students' academic achievements of the high school entrance examination as a reference. By collecting the actual samples,the teacher obtains 110 valid questionnaires(92% of the total number). In the teaching process, the teacher uses affective education method in the experimental class. While the teacher uses traditional education method in the control class. After the experiment, the teacher organizes the same students to complete the same questionnaires once again at the end of the term. And the teacher collects their final exam scores of students as reference. Finally, the author uses SPSS18.0 for the data analysis. The experiment results show that the application of affective education in middle school English teaching is conductive to improving students' learning interest, enhancing students' learning confidence, lowering their learning anxiety and improving students' academic achievement. In addition, the experiment results also demonstrates that affective education is better than the traditional education in middle school English teaching.This thesis aims to draw more teachers' attention to cultivate students' positive affect, to promote the application of affective education in middle school, to help students form positive affect, and to improve the quality and efficiency of middle school English teaching at last.