反思高中英语教学过程中的情感渗透（Reflection on emotional infiltration in senior high school English Teaching）.docVIP

反思高中英语教学过程中的情感渗透（Reflection on emotional infiltration in senior high school English Teaching） Reflection on emotional infiltration in senior high school English Teaching [Abstract] the purpose of this article is to demonstrate the principles, strategies and concrete application of affective education in senior high school English teaching practice, which is both theoretically advanced and urgently needed. Through practice, we send out The benefits are obvious, while there are limitations. This requires us to work together to avoid weaknesses in the teaching practice, teaching methods to enrich and develop the realistic meaning. Emotion teaching practice, necessity, principle, practice effect and reflection I. background of the problem For a long time, English Teaching in China due to the importance of the development of cognitive ability, while ignoring the role of emotional factors, causing serious consequences, greatly reduced the effect of language learning students emotional quality lags behind, and even lead to serious polarization phenomenon of extreme boredom, some students learning. In the senior high school English teaching, the lack of affective factors mainly displays in the following three aspects: First, the imparting of knowledge and information, but the exchange of emotional information. In the current English Teaching in senior high school, although most teachers have realized the importance of affective teaching in the teaching process, also should improve the teaching effect through the cultivation of students emotion, but due to the traditional teaching mode to master the content of books for the primary purpose of the restrictions, the real implementation of the new teaching method in the classroom teaching rarely. Paying attention to the transmission of knowledge and ignoring the communication of emotional information is still common. English teachers still have a large proportion of the time spent in explaining words and texts, more than 50% of