Chapter One Literature Review
1.1 Previous studies on affective factors abroad
Affective factors arouse people's interest centuries ago. The western harmoniousEducation originated from the ancient Greek period. Socrates, Aristotle, and Plato constructedancient Greek Athenian ideological systems of education. That is harmonious development ofeducation both in body and in mind. Aristotle believed that the development of the children'sbody and mind was in the order of the body, affect and intellect. Education, therefore, mustadhere to the patterns to make children develop physically and mentally. He also pointed outthat education without affect can't make the body strong and intellect can not find the firmbase in the heart and soul.During the period of European Renaissance, Humanism educators paid much attentionto the human mental activities, trying to combine rational and affective education together.The famous French writer and educationalist Rabelais emphasized the importance of affectiveeducation and announced that his educational ideal was to make a young person perfect notonly in morality, behavior and intelligence, but also in rich practical knowledge. AnotherFrench writer, Michel de Montaigne, also stressed in his great works the cultivation of affect(Lu Jiamei, 2017).From the 17th to the 19th century, a lot of educationalists gave emphasis and maderesearch on affect educational domain. The famous Czechish educationalist Comeniusinsisted the importance of affect and that a school should be "a happy place, not a terriblearena for children". (Lu Jiamei, 2017)
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1.2 Previous studies on affective factors at home
In China, affective education may date back to ancient times. As we all know, Confuciusis one of the greatest educators in our country and in the world. In his teaching theory, hepays much attention to affective education. He stressed that learning should give a personhappy experience while seeking knowledge. In his opinion, people could gain happiness inlearning procedure, so he encouraged his students to enjoy the beauty of affect. Confuciusalso emphasized that affect the power of learning. He suggested that knowledge should beblended into students' natural behavior and even into their life. In order to do that, teachersshould apply pleasant teaching methodology.Then it comes to the early 20th century, great educators, such as Tao Xingzhi, ChenHeqin and Cai Yuanpei attached much importance to happy learning which is relevant toaffective education. Cai Yuanpei pointed out that teachers should understand differentstudents’ diverse personalities and try to adapt. Tao xingzhi believed that during the teachingprocess, in order to combine language teaching with language learning, students' interest andtalent must be fostered. He also insisted on freeing students’ hand, mind, mouth and time (LuJiamei, 2017). Educator Chen Heqin created the educational theory ‘vivid education’, whichwas also about affective education. In his teaching, he prefers using the following strategies,group discussion, imitation, games, competition, class debate, replacement and comparison,competency-based instructing, etc. Chen Heqin believed that games could decrease students'agony and confusion.
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Chapter Two Theoretical Support
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