The Implementation Of Emotional Teaching In English Teaching Of Senior Three

With the process of globalization,the communication between countries is increasingly frequent,and English has become one of the most important language tools in the world.In recent years,the English language teaching in China has been developing rapidly.However,in practice,high school English education attaches too much importance to knowledge learning and examination results,thus teachers tend to neglect the cultivation of students' emotional attitude in English learning,which leads to the failure of English teaching to reach the expected goal and the overall development of students' quality.This phenomenon is more obvious in the third year of high school.The English curriculum standard(2017)establishes the framework of the core quality of English subjects,highlights the cultivation concept of “cultivating people by virtue”,and organically combines high school English knowledge and skills,process and method,emotional attitude and value education.It is an inevitable trend of the time for teachers to pay attention to students' emotional attitude,implement emotional teaching and cultivate positive emotions in English teaching.This thesis adopts the method of action research.Firstly,it conducts a questionnaire survey on the current situation of emotional teaching,and knows that although the first-line teachers have made some efforts and attempts for the implementation of the emotional teaching,but there still exist some problems:teachers' recognition and emphasis of the high school English teaching emotional attitude goal is not enough;the situation of teachers' carrying out the emotional teaching is not ideal;English teaching in high school is too utilitarian.There are also some problems among students,such as too strong utilitarianism in the motivation ofEnglish learning,too strong anxiety in English learning,and not enough emotional communication with teachers in teaching practice.Combined with teaching practice,this thesis mainly studies the following three problems :(1)What are the existing problems in the implementation of emotional teaching in Senior Three at present?(2)What are the effective strategies to improve the English teaching of Senior Three by using emotional teaching?To solve these problems,this thesis conducts an action research which lasts for about 10 weeks in two classes,divided into three stage.In the first stage,about 4weeks,work out the teaching plan and explore the emotional teaching in Senior Three;In the second stage,the author spends one week sorting out examination data and interview records,and classroom observation records,then seriously summarizes,reflects,discovers existing problems,and makes adjustments to teaching methods.In the third stage,according to the adjusted teaching plan,emotional teaching is continued to promote for five weeks,at the same time observe the students' classroom performance again,analyze the examination data,thus verifying the effect of emotional teaching on English teaching of Senior Three.At last,make a summary of the effective strategies of emotional teaching in Senior Three English and make a conclusion of the action research.Through this action research,the author puts forward a series of feasible suggestions on the implementation of emotional teaching in English in the third year of senior high school from the perspectives of teachers,students and schools.In terms of teachers' improvement,the suggestions are as follows: improve teachers' own emotional quality,optimize English classroom teaching,use positive emotional evaluation,and be diligent in teaching reflection;From the perspective of students' development,this thesis puts forward suggestions on paying attention to students' emotional factors,guiding students' learning methods,and paying attention to the growth of students with learning difficulties.In view of the school environment shaping,the suggestions are as follows: establish a comprehensive teaching evaluation system and create a good English learning environment.