中学英语教学中的情感效应研究

摘要

随着素质教育的全面推进和新课程改革的深入展开，课堂教学中的师生交往状况以及情感对于师生交往的重要意义越来越受到关注。目前正在进行的基础教育课程改革的一个重要方面是关注学生情感态度的发展，把学生情感态度的培养渗透到学科教育和教学之中。与其他学科领域相比，英语语言与情感态度的关系更为密切。当前越来越多的学者和教师开始关注和探讨英语教学中的情感缺失问题，在中学英语教学中，重视和加强情感教学是素质教育赋予教师的新的使命。
　　根据研究者的调查研究:在英语课堂教学中，教师和学生情感因素对英语教学的影响可见一斑。在中学英语课堂教学情境中，教师情感因素与学生情绪之间存在显著的关系，教师可以通过学生情绪来影响学生行为的。其中，教师能否激发学生的兴奋情绪，直接制约学生学习行为的动机水平和效率。在中学英语教学中，教师积极地利用情感教学，运用情感策略，保持学生英语学习的兴趣和热情。新课程标准把情感态度纳入英语课程目标的思路，教师应尽可能在英语教学中不但要重视学生的语言知识和语言技能，更要关注学生情感态度的发展。
　　本研究主要包括情感的基础理论运用、中学英语课堂中师生情感交流的问题及成因和教师在中学英语课堂中如何运用情感进行英语教学的研究三个部分。作者亦就此提出了几点建议。不论是从方法上，还是研究过程和结果来看，本研究具有可操作性和现实性。作者相信其研究成果会对中学英语教师及教学管理者有较大的启示。

目录

声明

摘要

Abstract

Chapter 1 Introduction

1．1 The reason to choose this topic

1．1．1 The emotional demand from the beginning of education

1．1．2 The challenges the language teaching are facing

1．2 The aim and the significance of this study

1．2．1 The aim of the study

1．2．2 The meaning of the research

Chapter 2 Research status and related theories

2．1 Research status overview

2．1．1 Emotions in teaching development

2．1．2 Condition of research on emotional effects in English Teaching domestic and abroad

2．2 Related theories

2．2．1 The connotation and function of emotion

2．2．2 The effect of emotional attitude in English Teaching

Chapter 3 Research and Analysis on Emotional problems in Current Middle School English Teaching

3．1 The presentation and analysis on the teacher questionnaires and student questionnaires

3．1．1 The research object and basic information

3．1．2 The results of the questionnaires

3．2 The problems and differences in emotional communication in middle school teaching

3．2．1 The emotional falsity in English teaching in middle schools

3．2．2 The emotional differences in English teaching in middle schools

3．2．3 The affections between teachers and students are not permanent in English teaching in middle schools

3．2．4 The negative emotional problems exist in the communication between teachers and students in English teaching in middle schools

3．3 The cause analysis of emotional problems of English teaching in middle schools

3．3．1 The courses of emotional education are missing in English teaching in middle schools

3．3．2 The limitation of teaching organization in English teaching in middle schools

3．3．3 The differences in examination system

3．3．4 The limitation of middle school English teachers

3．3．5 The situation of middle school students

Chapter 4 The strategies of emotional teaching employed in middle school English class

4．1 making it fun while teaching

4．1．1 Skillfully design English class

4．1．2 In middle school English class，teachers should create scenes skillfully

4．2 In middle school English teaching，teachers should teach with emotion

4．2．1 Teacher should inspire and affect students with positive emotions

4．2．2 Teachers should attract students’ emotion attention by abundant body languages

4．2．3 Teachers should fully demonstrate the emotional factors of the teaching content，to achieve the goal of emotion teaching

4．3 Teachers should pay more attention to the emotional factors between teachers and students

4．3．1 Treat each student equally，with teacher’s emotional driving a shift in the feelings of the students

4．3．2 In teaching，teachers should gain insight into students’ learning and psychological conditions，good at communicating with students

4．3．3 In middle school English teaching，teachers should emotional blend

4．4 In middle school English teaching，teachers should pay attention to students’ experience

Chapter 5．Conclusion

5．1 Make students more motivated in emotions

5．2 Make students more interested in studying English

5．3 Teachers handle the students’ incorrect and improper learning method，which is a long way，not in a moment

References

Appendix

Acknowledgements