ABSTRACT:As we know, in China, the quantity of rural middle school students is more than urban middle school students. While compared with the urban students, more barriers and difficulties exit in rural middle school of English learning. New English Curriculum Standard（NECS, 2001）emphasizes that emotion not only puts forward learning interest, learning enthusiasm and learning motivation, but also indicates the abundance of inner experience and sprit world. This study lays emphasize on the psychological reflection of the English learning difficulties of rural middle school student’s, through distributing questionnaires to investigate the psychological reflection of English learning difficulties on Niu Jie middle school students of grade eight. Some data are gathered. After analyzing these data, it will conduct the analysis of psychological individual factors, such as motivation, self-esteem and anxiety. At the same time, affective education will be applied in English teaching. Teaching environment, cognitive strategies and evaluating will be discussed. It will help the students establish their confidence and stimulate their interest in English learning. In this way, students’ initiative of acquiring knowledge and participation in activities are promoted. It’s beneficial to enhance the teaching effect. In other hand, it benefits the new curricular reform.
Keywords:：rural students; psychological reflection; motivation; anxiety; self-esteem; affective strategy
摘 要:在中国农村学生数量远远大于城市学生数量。农村初中生在英语学习中存在更多的障碍和困难。新课标强调的感情不仅仅指学习兴趣、学习动机，更是指内心体验和心灵世界的丰富。本文从农村中学生在英语学习困难的心里表现入手，对牛街中学初二年级学生进行了问卷调查，收集了一些可信的数据，并对这些数据进行了分析，发现农村中学生英语学习困难的心里表现主要有懒惰心理、恐惧心理、自卑心理。为了解决这一问题，提出了情感教学。讨论了情感教学环境、认知匹配策略以及评价。这有助于帮助农村中学生树立信心激发他们对英语学习的兴趣，调动其参与学习的积极性和主动性，又助于提高英语教学也有利于促进新课标的改革。
关键字： 农村中学生; 心理表现 ; 学习动机 ; 学习焦虑 ; 自尊; 情感策略
