Abstract The study aims to appeal to teachers’ awareness on non-intelligence factors in English teaching, and to illustrate some concrete strategies of English teaching in junior high school and their effects。 The effects can demonstrate the significance of affective teaching in turn, and contribute to advocating affective teaching ultimately。 Based on the aim, the study empirically examines the effects of affective teaching methods in English teaching in junior high school。 By observation, interview and research, the study reveals the existence of an affective gap between teachers and students in actual English teaching and learning。 After referring to current strategies of affective teaching in theoretical framework, the study makes a summary and amelioration, and finally excogitates three concrete strategies of affective teaching。 The study finds that effective affective teaching strategies involve loving and caring students, changing teaching ways and giving positive evaluation。 With the application of the strategies, the study has found that the class atmosphere is more active and energetic; students are more willing to finish their English homework and the results of homework are improved; the results of month-examination are improved。 Besides the objective analysis, the study also uses an interview to prove the effects。 It interviews some students from different levels of English study, and they all hold a positive attitude towards the affective teaching for this month。 Therefore, it is judged that the strategies are effective。75218

Keywords: affective factors; affecting teaching; strategies; effects; interests; teachers; students; emotions 

摘要本研究旨在了解初中英语教学的具体策略和影响，呼吁初中英语教师对非智力因素在英语教学中的重视。情感教学策略的结果可以反过来证明情感教学的意义，最终提倡情感教学。在这个基础上，本研究采用实证方法探讨了情感教学手段在初中英语教学中的作用。通过观察法，采访法和实验法，本研究揭露了在教师和学生之间存在着一个情感缺口。通过文献研究探讨了国内外现有的情感教学策略，并在此基础上归纳改善，总结出了三方面具体情感教学策略。研究发现有效的情感教学策略有关爱学生，改变教学方法以及给予正性评价。将策略应用于实验后发现，课堂氛围变得更加活跃和有活力；学生更愿意去完成家庭作业并且家庭作业的反馈也有改善；实验结束的月考成绩也有较大的进步和改善。除了这些客观分析，本实验也采取了主观采访的方法来验证这个效果。研究中采访了很多英语学习不同程度的学生，他们对这一个月的情感教学均持支持态度。因此可以判断研究中的策略有效。

毕业论文关键词：情感因素；情感教学；策略；效果；兴趣；老师；学生；情感

Contents

1。 Introduction 1

1。2 The purpose of the research 2

1。3 The methods of the research 3

2。 Theoretical Framework 5

2。1 Intelligence and non-intelligence factors theory 5

2。2 The significance of affective factors 6

2。3 The development of affective teaching 8

2。4 The analysis of current strategies of affective teaching 9

3。 Research Methods 11

3。1 Observation and thinking 11

3。2 Questionnaire research 12

3。3 Corresponding strategies and application