Abstract

For many years, English teachers have been devoting their time and energy to improving students’ language knowledge. Now more and more teachers pay attention to affective education, but because of misunderstanding and difficulties in enforcement, affective education still can hardly be carried out truly. As a matter of fact, not all senior students have high affection，so affective education is very essential. Psychologists Peter Salvoey and John Mayer think that what greatly contributes to one's success is not their intellectual quality but their affective quality. And investigations have shown that the former only contributes 20% while the latter 80%. Besides, English textbooks contain lots of affective factors and English teaching can be a good opportunity to carry out affective education, so affective education in course of senior English teaching has a broad developing space. To better develop students’ cognitive and creative abilities, English teachers should take advantage of affective factors as possible as they can. It is of great and profound magnitude to foster, train and promote students’ ability to regulate their affection consciously.
This paper contains six parts. The first part introduces background, significance and purposes of the research. The second part is about theoretical foundations, such as the definition of affection, the affective factors in English teaching, the definition of affective education, the functions of affection and the goals of affective education in senior high schools. The third part is the analysis and results of students’ and teachers’ questionnaires and interviews, from which we can know more about the current status of affective education in senior English teaching. The fourth part is to study how to discover affective factors in curricular and extracurricular materials. The fifth part is to study the strategies and the roles that English teachers need to play so as to take advantage of these affective factors. The last part is the conclusion of this paper.

Key words: affection; affective education; English teaching; roles

摘要

   多年来英语教师一直致力于提高学生的语言知识。目前越来越多的老师重视情感教育，然而由于理解的误差和执行的困难，情感教育并没有得到真正的实行。事实上，并非所有的学生都具有高素质的情感。所以情感教育是非常必要的。情感教育心理学家彼得•萨洛韦和约翰•迈耶认为一个人在社会上要获得成功，起主要作用的不是智力因素，而是情感因素。前者占20%，后者占80%。此外英语课本包含大量的情感因素并且英语教学可以为情感教育提供很好的机会, 所以在高中英语教学中实施情感教育有很大的发展空间。情感教育对高中生的英语学习具有极其重要的影响，在教学过程中，教育者应尽可能多地运用情感因素，有意识地培养、训练和提高学生调控情感的能力。
本论文主要由六部分组成。第一部分包括了背景介绍和本研究的目的和意义。第二部分谈论了情感教育的理论基础，包括情感的定义、英语教学中的主要情感因素、情感教育的定义、情感的功能以及高中情感教育的目标。第三部分通过问卷和访谈了解目前高中英语教学过程中情感教育的开展现状。第四部分研究如何充分挖掘高中英语教材以及教材外的情感因素。第五部分研究如何充分利用这些情感因素以及在利用这些情感因素时英语教师应该扮演的角色。最后一部分是总结。

关键词：情感；情感教育；英语教学；角色