On the Emotional Factors in English Teaching英语专业毕业论文.doc

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1、On the Emotional Factors in English TeachingAbstract emotional communication in English teaching catalyst, stabilizer and lubricant. English teaching in secondary schools, the proper use of emotional factors, motivation of students to emotional suppression or elimination of negative emotion, underst

2、anding, respect for the students emotional and personality, to improve classroom efficiency, ultimately achieving the purpose of teaching students all-round development. Key words emotional factors, catalyst, stabilizer, lubricants, emotional investment, English teaching, basic education Basic Educa

3、tion Curriculum Reform Program, Part III. There is such a passage of national curriculum standards is a learning and teaching materials, teaching, assessment and examinations based on . . should reflect the state of students at different stages of knowledge and skills, processes and methods, emotion

4、al attitudes and values and so on the basis of requirements . . Thus, basic education curriculum reform outline, not only to pay attention to the students know-how, capacity-building process, and also emphasized the emotional experience, attitudes and values formation. Traditional education is educa

5、tion focused orientation, goal orientation and knowledge-oriented, which separates the process and the results of continuity, the unity of knowledge and methods, ignoring the wealth of the intrinsic value of the process itself. It emphasizes the main body of the personal experiences of learning, aut

6、onomy and methodological; emphasized the knowledge and experience, generally accepted ethics and common feelings, ignoring the individual experience, feelings of difference. The new curriculum reform requires the implementation of quality education in English teaching, which is to give every student

7、 in the English mastery of knowledge and get maximum gains in the methods of learning English to be the biggest inspiration, in the development of the integrated use of knowledge of English listening , speaking, reading and writing ability to the greatest success. All this depends not only on the le

8、arners attention, observation, memory, thinking and other intellectual factors, but also depends largely on the affective factors in English teaching, or depends on the learners emotions, attitudes, motivation and other affective factor. 1, positive emotions and negative emotions on the teaching of

9、English plays a diametrically opposite effect. Positive emotions and negative emotions on the teaching of English plays a diametrically opposite effect. Would be interested in the experience of successful germination, boost confidence, inspired students to learn the inner power, greatly enhance the

10、cognitive effect. On the contrary, anxiety, sadness, frustration, failure and other negative emotions will make the students a sense of loss of confidence in a state of psychological inhibition, this will lead to more learning worse, so out of hand. Middle School English teaching there is a tendency

11、 of teachers in general, as imparting knowledge, problem-solving for the duty, while emotional factors in the teaching role is often underestimated or did not really focus. Those in poor academic achievement of English often used to listen to say, more reading, more intensive training and training a

12、nd other ways or means of negative criticism of punishment, very few take into account the impact of emotional factors on the learners. Emotional factors are second-year junior high school or a semester grade, English language learning is an important reason for the polarization. Learning a good stu

13、dent, learning a sense of accomplishment, recognition and encouragement by teachers and classmates, envy, will have role in promoting learning; while those who can not keep up teams of students, from teachers, students get the negative emotions, learning will have varying degrees of psychological in

14、hibition. This will therefore have a negative impact on learning, so polarization has become increasingly evident. Middle school students is growing developing, mental not yet mature, and feel very vulnerable. Therefore, English teaching in secondary schools, we must pay attention to the role of emo

15、tional factors, the correct use of emotional factors in order to promote the improvement of English teaching effectiveness. Second, emotional communication is English teaching catalyst, stabilizer and lubricant. By Maslow, Rogers, represented by humanistic psychologists stress the learning process t

16、he human factor, attention to the wishes of learners, feelings and needs. Constructivism psychologist advocacy: to create problem-solving scenarios, between teachers and students should be rich, multi-directional exchange, cooperative learning and interactive teaching. Emotional Education New Curric

17、ulum Standards proposed goal of this course. Positive emotions in TeachingEnglish Teaching catalyst, stabilizer and lubricant. Characterized by an interactive classroom, emotions permeate the teaching process and extend to the outside of teaching. Happy, honest exchange of feelings have a great impe

18、tus to the teaching and learning. Relaxed, pleasant, democratic and harmonious teaching and learning depends on teachers and students a good emotional atmosphere interactions. Happy emotion to stimulate learning motivation, enhance learning interest and confidence in overcoming difficulties and impr

19、ove the active participation of task activity, and is teaching a catalyst. In teaching, positive emotional exchange to effectively regulate and control both teachers and students motivation, behavior, doctrine, emotion and will, so that language learning be maintained at both the desired level, leve

20、l, to achieve curriculum goals to stimulate more good teachers in mind , teaching more reasonable, more creative and reflective, and can stimulate the creativity of students and reflective learning, reduced anxiety, and actively participate in a bold language practice activities, experience the lear

21、ning process all the emotions, to maintain interest in learning and enthusiasm, emotional communication has become the teaching of stabilizer. The teaching of good teachers and students a truly vital relationship is to promote the smooth progress of cognitive processes to enhance teaching effectiven

22、ess of the lubricant. Teachers in their teaching emotional regulation in order to happiness, sincere, rich in emotions throughout the learning of English both inside and outside the classroom. The classroom is the teacher-student exchange emotional, spiritual impact of the palace. Homo habilis good

23、interpersonal relationships enable students to identify, control their emotions, and form a healthy personality. Teaching covers many areas, such as fruits, words, clothing class word, the local terminology and so on, can the students only in a fixed classroom learning, they can not see those things

24、 in the classroom, how can we give students and proximity to its habitats feel? How can we provide students with real-life practical application of the language do? In fact, a slight cardiac a mind as long as the teacher, you can always change the role of the classroom. Teaching animal word, the tea

25、cher can be arranged into a classroom zoo animals on the wall hung a lot of pictures and words, so that students get to know these animals into the zoo; teaching fruit words, teachers can be arranged a Shuiguo Tan to enable students to side to buy fruit, his mouth English; teaching clothes class wor

26、d, the teacher can demonstrate their classroom into a style of T-units, to enable students to side with the This is my . to introduce their beautiful clothes; Teaching Local terminology and how to go to class, when those places even more necessary to keep the classroom into a place you want to go, t

27、eaching supermarket, when something can be used in the classroom to the classroom into a supermarket, try to enrich teaching aids . Of course, adequate visual aids is one of the most simple and most direct way to create a scenario. Pictures, models and in-kind and other visual aids, are excellent un

28、conditioned stimulus, whereas in terms of audio-shaped part of the signal stimulus in teaching full use of these two kinds of synergy to stimulate students, teaching effect is obvious. Such as teaching of English words, so that students saw pictures and words shape, I read the word ears sound, to mo

29、bilize all of the senses, we can more effectively improve the efficiency of classroom instruction. Do, in after-school production of some animal hair, paper some of the furniture, as well as for students who played their little toys a child brought over and enrich classroom teaching tools, need to u

30、se when you can always come up to , supplementary teaching. We all know that in real life there are many English, but most people do not take note of these rich and varied knowledge of English. As a teacher, we should try to tap the life of the material so that students can be found in life in Engli

31、sh. For example, the children liked to eat Kentucky Fried Chicken, it contains a lot of food, hamburger hamburger, Coke Coke, sandwiches, sandwich, ice cream, ice-cream, clarified juice, orange juice, etc., which is precisely the content of textbooks, so I classroom immediately changed to KFC in the

32、 classroom to put a little KFC large posters to the podium into a counter, which ah, possession of a lot of delicious food, own it, it is to borrow a KFC uniforms for the employees, starting in sales, teaching End of words and sentences, the students immediately into the lives of a virtual scene, th

33、e students learn with special care, learning exhausted have come to me to buy things, classroom climate really very active, and the teaching effect is quite good. In fact, careful observation of teachers as long as life, a careful study of materials, but also have more creative flash of. Foreign lan

34、guage teaching is inseparable from the scene scenarios allow the study of living languages in the virtual scene can be used. -Centered learning, help students in two of the signal system and non-conditioned reflex, coordination, enabling students to make better use of foreign languages and thinking.

35、 In the English language, each word is not only to express certain concepts, but also has certain lexical meaning, its role as if building on the sand, stone, like lack of it can not, we can imagine, the word teaching in English Teaching is the most basic is the most important aspects, whereas in th

36、e past, our teaching process, as long as we mention the word the word the teacher, students feel dull city, right to produce a formidable sense of the word, which might affect student learning English enthusiasm. In English teaching materials, we have been trying to explore the word teaching in the

37、use of scenarios, using an intuitive creation of scenarios for students to clear at a glance, easy to understand, and thus to stimulate students interest in learning English, learning to mobilize their enthusiasm. This word is not only to seize the catch but also to catch up with this intention, in

38、order to enable students to interpret and see the King, I first prepared in advance for students to demonstrate a toy cat, side to do the movements while told them, I catch a cat. asked Do you know the Chinese mean ing of catch? Then the students will understand the natural meaning of this word, and

39、 then I Youxiang for students to demonstrate there is a picture of a bus and railway station, told them, I often catch the early bus to go to work. asked students to catch what do you mean at this time, through the above two sample sentence, the students catch a glance of the two kinds of meaning of

40、 the word, so that students from the mechanical memory to the understanding of memory development. If we take the English word for an analogy for the building on sand, mud, then the sentence is inside the brick building, in learning English, the language of the field plays an important role. Any lan

41、guage has a large number of sentences, while the sentence is a sentence from a large number out of a typical sentence, the sentence patterns of language structure, it is not only the object of linguistic research as well as our English Teaching Method objects. English regarded the first sentence on

42、each unit of the dialogue, the dialogue format to sentence as the core for sentences, vocabulary, grammar and language teaching, while the Act in pairs through the after-school to conduct drills to consolidate what they have learned the sentence type, voice, grammar and vocabulary knowledge. Type of

43、 sentence is just the teaching scenario for this drill provides a flexible, changeable another expansion, utilizing place. Our teachers may use audio-visual or in kind, such as visual teaching methods, and strive to create scenarios to motivate students to enter the feelings and scenery, to enable s

44、tudents to see the King hygiene conditions, there is more to say. Such as teaching Telling the time when. Prepared beforehand that we can hang the clock to the blackboard and asked the students: What time is it? To enable students to master the basic method to answer constantly pulling get points, t

45、he clock enable students repeated the drill at the same time brought out with to and past said that the clock expressions. The Education Asking the way ask for directions a class, we are using projection method of teaching the relevant parts of the pictures that show an increase in the students eyes

46、, they may first ask students to provide according to the mode of writing on the blackboard again and again to replace drills, such as A: Excuse me, can you tell me the way to the post office? B: yes, go down this Third, the teaching of English should pay attention to the students control of emotion

47、s, to stimulate positive emotions. English teaching should pay attention to the students control of emotions, to stimulate positive emotions and suppress or eliminate the negative emotions. English language teaching to be successful, it is necessary to scientifically control the emotions of students

48、, must take the emotional information and emotional feedback, positive emotion generation, inhibition and negative emotions have subsided into the well-designed control. Interest in training and development will enable students to have high emotions, full of spirit and strong learning motivation. St

49、udent interest in learning can not only translate into motivation to learn, but also can promote the intellectual and capacity development. On the contrary, students who lose interest in learning, learning is no longer a happy thing. Thus, in English language teaching must continue to enable students to generate interest in the creation of the conditions, the environment and atmosphere. Reposted elsewhere in the paper for free download http: