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1、畢業(yè)論文（設(shè)計）AffectiveFactorsandEnglishTeachinginJuniorHighschool1.Introduction12.Charactersofjuniorhighschoolstudents33.TheimportanceofaffectivefactorstoEnglishteachinginjuniorhighschool44.ThepresentcircumstancesofEnglishteachinginjuniorhighschool55.Howtomakeuseofaffect
2、ivefactorsinEnglishteachinginjuniorhighschool75.1Attitudes75.1.1Interestandmotivations75.1.2Self-esteem95.1.3Will115.2Anxiety125.2.1Facilitatinganxiety125.2.2Debilitatinganxiety135.2.3Reducingdebilitatinganxiety145.3Relationshipbetweenstudentsandteachers155.3.1Teach
3、ersshouldgetonwellwiththeirstudents155.3.1.1Createarelaxedandharmoniousatmosphereforstudents155.3.1.2Respectstudentsandnoticetheirdifferences175.3.1.3HelpstudentstastehappinessinlearningEnglish185.3.2Studentsshouldgetonwellwiththeirteachers205.3.2.1Studentscooperate
4、withtheirteachers205.3.2.2Studentsshouldbeadjustable206.Conclusion21References2224畢業(yè)論文（設(shè)計）1.Introduction“Quick-stuffing”typeofteachingwasoncepopularinEnglishteachinginjuniorhighschoolsinwhichstudentsbecamepassivereceiversandtheirfeelingswereignored,suchateachingresu
5、ltedin“emotionalilliteracy”.Withthedevelopmentofpsychology,humanismispaidattentiontogradually.Humanismhasbroughtashiftineducationtowardsaninternalframeofreference,consideringcapacityforlearningintermsofaffectivestateconditionedbytheindividual’slifeexperienceandbelie
6、fs.In1950s,HumanisticPsychologywhichrequirespeoplepaymoreattentiontoaffectivefactorscameout.Affectivefactorsareacombinationofaseriesofcomplicatedpsychologicalfactors,suchasattitudes,personality,anxiety,andconfidenceandsoonandaffectivefactorsarecharacterizedbyuncerta
7、intyandconstantchange.AccordingtoArnild,affectivefactorsarefactorswhichareconcernedwiththelanguagelearnerasanindividualfocusonthelearnerasaparticipantinasocio-culturalsituation,suchasmotivation,self-confidenceandanxiety.Somescholarshavecarriedoutresearchesonthebenef
8、itoftakingaffectivefactorsintoaccountduringteachingprocess.SuggestoPediasuggestspeopletoforgetanxietyandtoarousetheirinterestinlearning;To
