| 摘要 | 第5-6页 |
| Abstract | 第6页 |
| Chapter1 Introduction | 第10-13页 |
| 1.1 The reason to choose this topic | 第10-11页 |
| 1.1.1 The emotional demand from the beginning of education | 第10页 |
| 1.1.2 The challenges the language teaching are facing | 第10-11页 |
| 1.2 The aim and the significance of this study | 第11-13页 |
| 1.2.1 The aim of the study | 第11-12页 |
| 1.2.2 The meaning of the research | 第12-13页 |
| Chapter2 Research status and related theories | 第13-17页 |
| 2.1 Research status overview | 第13-15页 |
| 2.1.1 Emotions in teaching development | 第13-14页 |
| 2.1.2 Condition of research on emotional effects in English Teaching domesticand abroad | 第14-15页 |
| 2.2 Related theories | 第15-17页 |
| 2.2.1 The connotation and function of emotion | 第15-16页 |
| 2.2.2 The effect of emotional attitude in English Teaching | 第16-17页 |
| Chapter3 Research and Analysis on Emotional problems in Current Middle SchoolEnglish Teaching | 第17-34页 |
| 3.1 The presentation and analysis on the teacher questionnaires and studentquestionnaires | 第17-27页 |
| 3.1.1 The research object and basic information | 第17页 |
| 3.1.2 The results of the questionnaires | 第17-27页 |
| 3.2 The problems and differences in emotional communication in middle schoolteaching | 第27-31页 |
| 3.2.1 The emotional falsity in English teaching in middle schools | 第27-29页 |
| 3.2.2 The emotional differences in English teaching in middle schools | 第29-30页 |
| 3.2.3 The affections between teachers and students are not permanent inEnglish teaching in middle schools | 第30页 |
| 3.2.4 The negative emotional problems exist in the communication betweenteachers and students in English teaching in middle schools | 第30-31页 |
| 3.3 The cause analysis of emotional problems of English teaching in middle schools | 第31-34页 |
| 3.3.1 The courses of emotional education are missing in English teaching inmiddle schools | 第31页 |
| 3.3.2 The limitation of teaching organization in English teaching in middleschools | 第31-32页 |
| 3.3.3 The differences in examination system | 第32-33页 |
| 3.3.4 The limitation of middle school English teachers | 第33页 |
| 3.3.5 The situation of middle school students | 第33-34页 |
| Chapter4 The strategies of emotional teaching employed in middle school English class | 第34-40页 |
| 4.1 making it fun while teaching | 第35-36页 |
| 4.1.1 Skillfully design English class | 第35页 |
| 4.1.2 In middle school English class, teachers should create scenes skillfully | 第35-36页 |
| 4.2 In middle school English teaching, teachers should teach with emotion | 第36-38页 |
| 4.2.1 Teacher should inspire and affect students with positive emotions | 第36-37页 |
| 4.2.2 Teachers should attract students’ emotion attention by abundant bodylanguages | 第37页 |
| 4.2.3 Teachers should fully demonstrate the emotional factors of the teachingcontent, to achieve the goal of emotion teaching | 第37-38页 |
| 4.3 Teachers should pay more attention to the emotional factors between teachersand students | 第38-40页 |
| 4.3.1 Treat each student equally, with teacher's emotional driving a shift in thefeelings of the students | 第38-39页 |
| 4.3.2 In teaching, teachers should gain insight into students' learning andpsychological conditions, good at communicating with students | 第39页 |
| 4.3.3 In middle school English teaching, teachers should emotional blend | 第39-40页 |
| 4.4 In middle school English teaching, teachers should pay attention to students' experience | 第40页 |
| Chapter 5. Conclusion | 第40-43页 |
| 5.1 Make students more motivated in emotions | 第41页 |
| 5.2 Make students more interested in studying English | 第41页 |
| 5.3 Teachers handle the students’ incorrect and improper learning method, which isa long way, not in a moment | 第41-43页 |
| References | 第43-45页 |
| Appendix: Questionnaire Survey (For teachers) | 第45-47页 |
| Appendix: Questionnaire Survey (For students) | 第47-49页 |
| Acknowledgements | 第49页 |
