近年来中国的应试教育频频遭到批评,而职前教师对未来中国的教育起着巨大的作用。本文探究职前教师对于情感教育的信念和实施。本研究旨在探究某所师范大学英语语言文学专业毕业生（师范）教学中的情感教育现状。本研究从研究对象的情感教育意识、对情感教育的理解、情感教育信念，情感教育方法以及课堂上的使用四个方面集中讨论了这个问题。 这所师范大学英语专业16名2011级公费师范生，作为职前教师，是本项研究的研究对象。本研究采用的研究工具是访谈和课堂观察。通过对16名参与者进行了采访，探究他们的情感教育意识、对情感教育的理解、实行情感教育的方法和策略。本研究还通过观察他们的教学录像从而分析他们在课堂上使用的进行情感教育的方法和行为。 结果表明，这所师范大学英语语言文学专业毕业生（师范）在教学中具有实行情感教育的意识，但是他们对于英语课堂上的情感教育认同程度有所不同。虽然他们对于英语课堂上是否应该有目的地设计情感教育活动有不同意见，但是他们都有自己的无论是在课上还是在课下进行情感教育的方法。他们对于情感教育的意识和理解对他们实行情感教育的方法策略有非常直接的影响。

In China, test-driven education has been criticized these years. In this article, how pre-service teacher, who have great influence on future Chinese education, believe and conduct affective education is discussed. The purpose of this study is to probe into the implementation of affective education by government-funded pre-service teachers at a teacher training university. The study discusses the topic in four aspects: pre-service teachers’ awareness, understanding, belief, and methods of affective education. Sixteen government-funded pre-service teachers of English major at the teacher training university participated in the study. Interview and class observation were used to collect the data. With the help of an interview, the information of their awareness, understanding, belief, and methods of conducting affective education were collected. By observing all their teaching videos, how they use affective education methods and how their belief influences their methods are analyzed. According to the results, firstly, all of them have the awareness of affective education, but the participants do have different degrees of agreement on affective education in English class,. Secondly, though they have different opinions on whether teachers should use methods and design activities to implement affective education in class, all of them have their own methods in class or out of class. Thirdly, their awareness, understanding and belief of affective education have very direct influence on their methods and behaviors in class.