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1、ConcernedabouttheemotionalfactorsofonEnglishTeaching<<EnglishCurriculumStandard>>willnotonlyestablishthestudent’semotionalattitudeisoneofthecourseobjectives,butalsopointedoutthattheemotionalattitudeisanimportantfactorinstudentlearningandde
2、velopmentinEnglishteaching,therefore,weshouldnotonlyfocusondisciplinaryexpertisetoexplain,butalsofocusonthechangesandtrainingofthestudents’emotionalfactors,especiallythefullattentionandtoplayapositiveroleofemotionalfactors,andultimatelyachievethebestt
3、eachingeffect.Understandingofonetochangethestudents’EnglishlearningIontherightonetotakeoverthenewclasstaughtclassesconductedaquestionnairesurveyandfoundthatabout80percentofthestudentsthatlearningEnglishistoremembersomewords,tounderstandsomeoftheoldrul
4、esofgrammar,readingmultiple-choicesurveyalsofoundthatstudents’understandingofEnglishisverysuperficial,one-sidedor8evennarrow.Tohighschool,inthefaceofalargevocabulary,complexsentences,andtheoriginalarticle,difficulttolearn,Ifeelagreatsenseofloss.Facedw
5、iththissituation,theteacherinhighschooljustbeginningthestudentshaveaproperguidancesothattheychangetheviewsofEnglish,sotheyrecognizethatforeignlanguagetrainingthinking,broadentheirhorizons,increasehumanconnotation,toimprovetheliteracytrainaperson’squal
6、ity.Familiarwiththestudent’spersonalitydifferencesIntheusualEnglishteaching,oureducationwasdrydifferenceWan,characteralsovarysomerandombold,someshytimid,somearegoodatcommunicatingwithothers,someshyawayfromdealingwithpeople.Goethesaid:“atreeisdifficult
7、tofindtwoleavesexactlythesameshape,athousanditisdifficulttofindtwopeopleonthethoughtsandfeelingsfullycoordinated.”differencesbetweenstudentsisaboundtoexist,andstudentspersonalitytraitsandlearningeffectoftheexistenceoftherelationshipofmutual8influencei
8、swellknownthatdecidedthefateofgoodcharactertraitscontributetoacademicsuccess,academicsuccessbutalsoenhancetheconfidenceofthelearners.Onthecontrary,learningoftenfail,willinevitablyleadtonegative,depressed,emotionalexperienceoffear,withdrawal,sh
