Influence of Teacher-Student Emotional Factors in Secondary School English Teaching Based on Rogers’ Affective Teaching Theory

This study explores the influence of teacher-student emotional factors in secondary school English teaching, drawing upon Rogers’ affective teaching theory. The paper underscores the crucial role of emotional connection and interaction between teachers and students in enhancing learning outcomes. It begins by highlighting the significance of emotional factors as integral components of secondary school English teaching. Subsequently, it delves into the specific impacts of teacher-student emotional factors, encompassing the establishment of affective teacher-student relationships, the centrality of emotional communication, and its impact on learning motivation and outcomes. Finally, the paper offers practical teaching strategies and suggestions for implementing affective teaching, encompassing strategies for teaching content, organization, evaluation, and atmosphere. This comprehensive approach aims to inform and enhance the quality of secondary school English instruction.