A Study on Effectiveness of Affective Education in Vocational Colleges English Teaching
and students. It should be cultivated in daily teaching and studying. The New Standard of English course also needs teachers to stress on students? affect status and form a friendly teaching circumstance. Carl Roger?s, the representative figure of humanism thinks that there are 3 characters forming the new types of teacher-student: a) The relation must be realness, genuineness and accordance. b) Reward or acceptance. When the students have his or her advantages, the teacher need value it, offer enough respect for their emotions and be good at accepting their points. c)Empathic understanding .Teachers need to acknowledge the students? experiences ,their natures and know them well on their own sides.
Sometimes teachers are busy with their teaching and neglecting their communication with their students. According to Xiang Maoying (2004), the lack of communication is a barrier to building up a rapport between teachers and students. A key element is to establish a relationship of mutual trust and respect with learners. So the teachers should care about students and be full of love, patience and responsibility to students. A good relationship can not only benefit students but also benefit teachers.
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辽宁师范大学硕士学位论文
Chapter Five Conclusion
After one semester?s survey, we have talked about the Effectiveness of Affective Education in Vocational College English Teaching. The study developed 3 main factors that effect art students? English studying. Meanwhile the affective teaching ways have been talked about and portrayed so as to explore their effects on art students? emotion as well as their own English studying achievements. This part shows many important findings, many limitations of the study and offers many advices for further experiment.
5.1 Major Findings
In this paper, the experimental survey of the affective teaching has completed in vocational college?s English class. It takes some crucial affective factors, for example, motivation, interest and anxiety. Through the experimental study on the affective teaching of students in Art school, the main outcomes are as following:
Firstly, this research applies questionnaires and experiments, which centers on affective factors and discusses the function of affective teaching in vocational college. According to the survey before the experiment, the author discovered that there still is high anxiety exiting in the students? English studying in vocational school. The majority of art students only own little interest in English studying. We can see most of their motivations are instrumental motivations. Secondly, according to the former study, the emotional education has a big effect on the students' cognitive development and positive impact on culture. There is a active connection between the emotional teaching and students' emotion in the change of learning English. Base on the theory and practice, this paper proposed many effective strategies in higher vocational English study during one semester. The conclusion presents that the emotional teaching ways can improve the confidence of art students, arouse their interest and reduce their anxiety.
Thirdly, through the correlation analysis on emotional teaching and academic achievements, we could discover that a positive correlation existing between the two. Using emotional teaching could improve students' studying efficiency. It is helpful to reinforce the students' academic English learning outcomes. Studies show that emotional education can stimulate the art students' positive and healthy, ensure a smooth process of the improvement of teaching and learning English.
Fourthly, Emotional education in the higher vocational school teachers must face the difficulties and benefits of the relationship between teachers and students, but also to improve the art of higher vocational school students' English teaching effectiveness, and to ensure that the teaching activities will be successful.
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A Study on Effectiveness of Affective Education in Vocational Colleges English Teaching
5.2 Limitations
Even though this article mainly focused on the theory and practice in teaching emotional analysis using in the vocational school, there are some limitations existing in study.
Firstly, a short time experiment term. So it's not long enough to reflex the impact of emotional teaching in vocational schools.
Secondly, the sample sizes using in this survey is little and circumscribed. Participates in this study are only two classes in higher vocational schools. So the size is too small to get the endless conclusion.
Third, at present, to some extent, English exams may reflex the scores of students to gain and if pass the exam, it does not fully reflex the students' actual language proficiency.
5.3 Suggestions For Further Research
In our daily teaching, there are still some phenomena existing which just focus more attention on cognitive teaching but neglect the affect teaching. This not only damages the English teaching quality, but also limits the progress of art students? affect. For the English teaching and studying, cognitive and effect are not opposite and complementary to both. Teachers need to realize of the feature of affect: catalysis, lubrication and improvement. Some suggestions for further research as follows:
Firstly, affective factors are very metaphysical and it is hard to master, so according to the future research, more and more survey subjects need to be selected in the experimental, which could gain more actual outcomes.
Secondly, although affective teaching way is beneficial to improve students? English studying in Art school, the rest teaching ways could not be neglected.
Thirdly, other studies towards higher vocational school art students need to be cultivated , for example, learning strategies for the students.
In conclusion, Emotional factors become increasingly important in the Art College students' English learning and teaching. It recommends that English teachers to pay more attention to the emotional state of the art student. As English teachers, they should cultivate a positive impact on the students. It is to help students explore a useful way to overcome the negative effects of building a positive impact. By stimulating different positive emotional factors, interest and high motivation and confidence can greatly promote language learning. Only when teachers have a comprehensive understanding of the impact of students they can create more ideal environment to help students develop more positive impact can boost language learning and improve English teaching efficiency.
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