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1、AStudyandApplicationofEmotionalFactorsinEnglishTeachinginRuralJuniorMiddleSchoolThesisstatement:EmotionalfactoriskeytothegrowthofthestudentsinruraljuniormiddleschoolOutlineI.TheintroductiontotheemotionalteachingII.WeshouldputtheemotionalfactorsintoEnglishteaching
2、inruraljuniormiddleschoolA.ThepresentsituationofemotionalteachinginruraljuniormiddleschoolB.Thefunctionofemotionalteachinga.Exploringstudents’learninggoalsb.Stimulatingstudents’learningmotivationc.Realizingtheimportanceoflearning12A.Theapplicationofemotionalfacto
3、rsinruraljuniormiddleschoola.lovingstudentsb.CreatingfriendlyandharmoniousatmosphereinEnglishIII.conclusionI.ThebackgroundandintroductiontotheemotionalteachingThe21centuryistheagewhencomprehensivenationalpowercompeteswithhighqualitytalents.Whenwecomeinto21century
4、wefaceapermanentchallenge.Withthedevelopmentoftheglobalizationoftheworldeconomyandtrade,Englishlanguagehasbecomemoreimportantallovertheworld,andeachdaytherearemillionsofpeoplelearningEnglishastheforeignlanguageinChina,rangingfrombigcitytoruralarea.Now,focusingone
5、motionalteachingisoneofimportantcharacteristicsintheinnovationofbasiceducationproject,emotionaleducationisakeypointinteachingprocess,whichmeansteachersshouldhelpstudentsexploretheirownfeelingsorvaluesandfunctionsoftheemotionaland12psychologicalfactorsinEnglishtea
6、ching.A. Thepresentsituationofemotionalfactorsinruraljuniormiddleschool Comparedwiththehighlyeducated,highlyqualityandstandardizedEnglishteachersincity,ruraljuniorteachershaveproblemsinnumber,ageandquality.Itiscommonthatintheruraljuniormiddleschooltheconstitution
7、ofteachersisverycomplex,mostofthemarelackinteachingexperience.Theydon’tcareaboutemotionalfactorsinteaching,alltheycareisthemarkwhichstudentsget.Itisreportedthatonlyonepercentofteachersinruraljuniormiddleschoolknowtheconceptofemotionalteaching.However,thelessemoti
8、onaleducationtheyget,themoretimidtheybecome.Theconditionofemotionaleducationisbadinruraljuniormiddleschool,therefore,wemustimproveit.B.Thenecessitiesofemotiona
