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1、Students’affectivefactorsandteachinginfavorI. IntroductionTwoyearsago,Itaughtaprimaryschoolstudentasatutor.“Howtomakemyclassinterestingandmeaningful”Iconsideredoverandoveragain.Atlast,Idecidedtochoose“tonguetwister”asastimulitomotivatemyfirstpupil.Anditreallyworked.Myfirstpupi
2、l,isalovelyboy,hepracticeditfromtimetotime.Wheneveritisthetutoringtime,herushedtoaskformoretonguetwisters.Hesaid,“Itisinterestingtome.AndIcansaysomethingthatmyclassmatescannot.Iloveitsomuch.”ThenIconsultedalotofreferencebooks,andfoundthisdealswithaffectivefactors.LasttermIhadmyteachingpra
3、cticeinajuniorschool,Ihadstudiedthepsychologyofjuniorstudents,andknewtheyarenotreservedbutactive,andtheyarefondoflearningsomethingfullofcuriosity.SoIorganizedanddesignedmyclasswithactivitiesinvolvingteachinginfavorofdelight.Forexample,EnglishsongslisteningorEnglishsongssinging,gamesplayin
4、g,humorousstoriestelling.Myclassesarealwaysfulloflaughter.Ichoosejuniorstudentsasmyresearchtargets,becauseIhadsomecontactswiththemandmaybeIwouldbefamiliarwiththeircharacteristics.Thethesisaimstoinformteacherstobeawareofstudents’affectivefactorsindesigningandorganizingactivitiesinclass.And
5、italsopointsoutabestchoiceofsolution---teachinginfavorofdelightwithrelativeactivitiesanditssignificanceandeffects.II. AffectivedomainAsH.DouglasBrownsaid,affectivereferstoemotionorfeeling.Theaffectivedomainistheemotionalsideofhumanbehavior,anditmaybejuxtaposedtocognitiveside.Motiva
6、tionAsH.DouglasBrowndefined,motivationiscommonlythoughtofasaninnerdrive,impulse,emotion,ordesirethatmovesonetoaparticularaction.Morespecifically,humanbeingsuniversallyhaveneedsordrivesthataremoreorlessinnate.Yettheirintensityisenvironmentallyconditioned.Iftheyaremotivated,becausetheythink
7、certainneedsareimportanttothem.Thosewhoarenotmotivated,becausetheyseenowayinwhichlearningmeetstheneedstheyhave.Whileforteachers,motivationisprobablytheinterestthatsomethinggeneratesinthestudents.Forexample,aparticularexercise,topic,songsmaymakethestudentsappearinvol
