On one hand, the application of emotional teaching of English in primary school is advantageous to the efficiency of English teaching. On the other hand, it is of great benefit to cultivating students’ positive feelings, attitudes and views. What’s more, it can help to develop learners’ inpidual personalities, making each of them to be an all round person. In other words, the society is made up of human beings, and the construction of a harmonious society needs a harmonious development of the human mind.

However, so far there have been few academic researches on the strategies of the application of emotional education in primary school. On the basis of analyzing domestic and abroad education research on emotional education, this paper elaborates the connotation, characteristics and implementation principles of emotional education through the investigation of teachers and students in primary schools. The purpose of this paper is to find out the problems existing in primary school. Further more, it explores practical strategies of the emotional education in primary schools.

2. Literature Review

2.1 Definition of Emotional Education

According to Duan Shufang (2013: 7), emotion in psychology means one’s attitude or response to the outside world and one’s experience, which reflects whether human needs are satisfied or not. Generally speaking, there are positive emotion and negative emotion. When one’s needs are appropriately satisfied, he would gain positive affection, which can enhance student’s interest and motivation, improve his learning efficiency. On the contrary, when inpidual’s needs cannot be met, he would gain negative emotion, such as anger, hatred and pain, which will make student feel repressed and stressed, and decrease his learning efficiency.源:自/吹冰-·论,文'网·www.chuibin.com/

As is known to all, teaching is the basic way for teachers to achieve their objectives. It is a special activity because there are two processes in it. They are output and input. And the participants of both sides in the activity are human beings. They are different persons full of different emotions and feelings. Although it is generally considered that teaching activities should convey cognitive information, they really need to take affective factors into consideration. Therefore emotional education can be defined as a teaching during which a teacher should make full use of active functions of affective factors while considering cognitive factors in order to perfect the teaching aim, and improve the teaching result (Lu Jiamei, 2000: 2). In our country, emotional education is getting more and more popular, so different scholars holds different views about its definition. Zhu Xiaoman (2005: 100-101) thought that emotional education is both relatively opposite and reconcile with cognitive teaching. She held that emotion should be developed as one of the most important field for human beings and it can be educated to promote the inpidual to change qualitatively, perfect one’s integrity and personality. As a result, it can be safely concluded that the definition of emotional education is correspond to that of cognitive education, and it cannot be ignored in the process of teaching.

As for the theoretical basis, the author mainly analyzes it from the angles of the structural theories and the humanistic education.

The well-known American psychologist and educationist Jerome Seymour Bruner (1989: 212) put forward the idea of constructivism teaching and the teaching theory of discovery method. At the same time, he paid great attention to the psychological change of students and pointed out the motivation principle. He thought that the curiosity and a sense of competence can motivate students to study and it has better result than reward and competence. To stimulate students’ inner motivation, teachers should not only organize teaching material, but also provide abundant emotional experience for students.文献综述