International Journal of Human Research and Social Science Studies

The core of moral education in the course of College English lies in achieving the organic unity of language competence cultivation and value guidance. An effective moral education system is the key to attaining this goal. Based on the five-level classification of educational objectives in the affective domain proposed by D. R. Krathwohl and B. S. Bloom, namely the "affective continuum" theory, this paper explores the construction and implementation path of the progressive education system for moral education in College English. By deeply integrating the five-level affective education objectives with the three-stage teaching process (pre-class, in-class, and post-class), the paper clarifies the affective education goals and corresponding teaching measures for each stage: in the pre-class stage, it leverages the "MOOC + SPOC + micro-course" cloud classroom to create moral educational scenarios, guiding students to focus on value stimuli and respond actively; in the in-class stage, it facilitates students in completing value evaluation and value system organization through group discussions and the establishment of learning communities; in the post-class stage, it assists students in internalizing values and moving towards the characterization level by means of task-driven learning and practical extension. This progressive education system aligns with the law of emotional development and the characteristics of college English teaching, thereby providing reference for improving moral education in College English.

affective continuum, affective-domain classification of educational objectives, progressive moral education system, College English

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