Table 2.

Teacher scale

Dimension	Indicators	Means	SD
The attitude of affective education	I am good at self-emotion adjustment and management	3.60	0.927
	In teaching, I can find students' affective needs acutely and give timely understanding and response	3.63	0.908
	I am willing to guide students to solve problems in study and communication	3.78	0.912
Cognition of affective education	I understand affective education and understand its connotation and value	3.29	1.011
	I often read literature on affective education	3.14	1.060
	I have received formal training and instruction in affective education	2.90	1.192
Affective education strategy	I am very clear about the affective education goal of the course	3.42	1.014
	I often consciously integrate affective education into teaching design	3.49	0.961
	I can use the basic skills and methods of affective education in my teaching practice	3.36	0.964
	In my courses, I often discuss with students the humanistic connotation and value of major	3.46	1.022
	I can deeply interact with students, enlighten wisdom, edify sentiment	3.60	0.930
Evaluation of affective education	I can make a proper judgment and evaluation of the emotional changes of students in the course	3.53	0.916
	I often reflect on students' emotional changes and adjust teaching strategies in time	3.61	0.935
	I will evaluate the change in students' emotional and attitudes regularly	3.32	1.013
School mechanism guarantee	The school has formulated specific teaching guidelines for affective education	3.11	1.154
	The school has an organization specially responsible for the management of affective education	3.17	1.149
	The school has a complete evaluation system of teachers' affective teaching ability	3.06	1.131
	The school has teachers who can train affective education courses	3.05	1.143
	The school has a definite reward and punishment system for the result of affective education	2.98	1.146
	The school attaches great importance to the subjective status and initiative of teachers in affective education	3.22	1.091