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1.
多媒体环境下外语教学情感目标的制定与实施 总被引：1，自引：0，他引：1
多媒体教学环境下,外语教学情感因素在教学活动中的缺失使教师和学生之间、学生和学生之间的互动、交流有一定的困难;教师应使用情感教学策略,创设生动有趣的情境,根据多媒体课程情感智能的内部结构,制定情感目标,激发学习者的学习兴趣和学习动机. 相似文献
2.
盛建洪 《中国科教创新导刊》2007,4(20):94
开展情感教学能充分发挥情感因素的积极作用,以完善教学目标,增强教学效果.因此,在新的时期,开展情感教学是非常必要的.在课堂上我们不仅可以着手促进老师和学生之间、学生与学生之间的情感交流,我们还可以创设良好的课堂气氛和将课本上的知识寓于实际生活中去,从而控制学生在教学活动中的情绪,使之处于最佳状态. 相似文献
3.
笔者认为情感态度与语言学习和记忆、个体的认知活动、自主学习和学生的全面发展密切相关．英语教学必须重视情感因素．在教学活动中充分利用情感因素．为学生创造积极的情感体验．从而促进师生之间的情感交流．达到最佳教学效果． 相似文献
4.
教学是师生之间全方位交流和碰撞的过程,不光是知识的传递,也是情感交流合作的运用。语文教学渗透着强烈的情感教育。语文教师应运用情感的语言、体态去激发学生相应的情感体验。把教材的"此情此景"变成学生的"我情我景",让学生随着教学过程推进,入情、动情、移情、抒情。在教材━━学生━━教师之间驾起了一座情感交流的桥梁。 相似文献
5.
梁华 《马钢职工大学学报》2013,(4):63-64
摘要：音乐教学是音乐教师引导学生对音乐产生美的感受、美的兴趣、美的陶冶、美的欣赏的一门课程。因此,在音乐实践教学中要更加注重情感的培养,会让课堂环境不沉闷,营造出多姿多彩、丰富活跃的氛围。它会使音乐教师和学生之间出现良好的感情互动,使师生之间更加开心、关系更加融洽。从激发兴趣进行情感互动、角色表演中培养学生情感、提高学生情感强度三个方面对此进行了研究。 相似文献
6.
情感教学和情感目标之间的相互关系,依据人本主义教育理论,从教学要素——教师、学生和教材三个方面论述了如何实现情感教学与情感目标的相互渗透,践行课程改革实践。 相似文献
7.
方芳 《佳木斯教育学院学报》2012,(12):321-321
英语教学效果的好坏,在很大程度上受到教师与学生之间、学生与学生之间的感情的影响。因此,教师应该重视情感策略在英语教学中的运用。 相似文献
8.
影响外语学习的情感因素有学生自身因素、学生与学生之间及学生与教师之间的情感因素。教师应依据不同学生的特点,以及同一学生不同时期随着学习任务的变化而产生的情感变化,对学生的情感因素给予足够关注,及时给予学生帮助。 相似文献
9.
试论情感及情感教育 总被引：4，自引：0，他引：4
段春丽 《陕西教育学院学报》2001,17(3):90-91,94
情感是人类特有的生理现象,是客观事物与主观需要之间关系的反映.两极性是情感的最大特点.积极的情感对人的行为有促进作用,消极的情感对人的行为有抑制作用.教学中教师的情感是激发学生学习兴趣的基础,实施情感教育要确立以人为本的观念,情感教育的目的是培养学生良好的心理品质和健全的人格. 相似文献
10.
“无论是学习活动的准备阶段、进行阶段或结束阶段，学生的认知过程与情感过程是交织在一起的统一过程。”（美国人本主义心理学家罗杰斯）的确，在教学过程中，通过师生之间、学生之间的情感交流和对教学目的的情感体验以及对教学情境的情绪感受，学生也在进行情感学习。一个教师如果注重情感教育，就可以激发学生的学习热情，使学生更好地掌握知识和技能，同时也可以培养学生具有各种健康的情感和良好的情感品质。 相似文献
11.
随着教育信息化建设的深入推进,教学系统中积累了海量的学生教学评价数据,这些数据蕴含了丰富的信息,亟待挖掘利用。为了挖掘学生教学评价中的情感倾向,为提高教学质量提供科学依据,文章提出了一种基于双通道深度记忆网络的深度学习模型,用于学生教学评价的方面级情感分析。在该模型中,设计了双通道策略以充分提取评语中隐含的局部特征和上下文依赖信息,并使用循环注意力机制提取与特定教学方面相关的情感信息以实现细粒度的方面级情感分析。通过在真实的教学评价数据集上进行实验,结果表明,所提出的方法能有效挖掘学生评价中关于不同教学方面的情感倾向,为教师和教学管理者了解并改进教学提供依据。 相似文献
12.
K. David Roach 《Communication quarterly》2013,61(3):125-141
This study examined the influence of teaching assistant attire in the university classroom. Significant relationships were found between instructor attire and student cognitive learning, affective learning, and ratings of instruction. Analysis of variance indicated significant differences in these variables by levels of teaching assistant dress. Significant negative relationship was found between instructor attire and student likelihood of misbehavior. Analysis of variance revealed that student misbehaviors were less likely for teaching assistants with high professional dress. 相似文献
13.
刘存芳 《教学研究(河北)》2010,(6):82-85
教学目标是教师专业活动的灵魂,课堂教学的方向,评价教学是否有效的直接依据,学生学习的向导,是有效教学的重要环节。情意目标是教学目标的一个纬度,在新课程标准下情意目标的实践有很大的空间,这里从情意目标的认识、设计调查、反思、达成策略等方面进行论述,以期在教学中对情意目标的实践引起重视。 相似文献
14.
《International Journal of Educational Research》1995,23(7):573-579
This chapter argues for the recognition of the importance of student affective reactions in discussions of second language learning and teaching. It is argued that language learning is a particularly intense and ego-involving undertaking which requires a positive emotional stance on the part of the learner. The chapter reviews literature on how affective reactions — particularly motivation for language learning, foreign language anxiety, and student beliefs about language learning — impact on the language learning process and makes suggestions as to how teachers can promote positive affective characteristics. As affective variables represent the learner's willingness to engage in the activities necessary to develop second language proficiency, it is essential that teachers make the emotional needs of their students an instructional priority. 相似文献
15.
小学生数学学习情感评价的研究 总被引：2，自引：1，他引：1
在教学过程中注重学生情感、态度和价值观的培养,是新课程改革的核心目标之一,而学生情感评价则是提升情感教育效果的重要手段。对小学生数学学习情感的评价显示,目前小学生的学习情感状态不容乐观,存在着诸多亟待解决的问题。要真正促进学生情感的发展,教师应大力加强情感教育;深刻认识情感评价的功能;恰当选择评价的方法;充分利用评价获得的信息。 相似文献
16.
Saad Shawer 《Curriculum Journal》2013,24(3):333-359
This qualitative study examines the influence of teacher conceptualisations of communicative language teaching on their actual classroom practice and student cognitive and affective change. The qualitative paradigm underpinned this research at the levels of ontology (multiple teacher realities), epistemology (interaction with, rather than detachment from, the respondents), and methodology through using an idiographic strategy (qualitative case study), instruments (qualitative interviews, participant observation and questionnaires), and data analysis technique (explanation-building). The results indicated that teachers who understood CLT and managed to materialise its principles into action significantly improved student language learning (cognitive change) and motivation (affective change). Moreover, traditional, structural and didactic teaching as well as communicative knowledge that was not translated into practice had almost a typical negative impact on student learning and motivation. Recommendations for curriculum development, teacher development, teacher training and future research are made. 相似文献
17.
《The Journal of educational research》2012,105(6):239-347
AbstractIn this article I described the means of identifying teaching behaviors that have cognitive and affective learning effects on students who are taking a course in mathematics. This study was conducted on 50 mathematics teachers who were teaching in the eighth grade. I obtained the data on teaching behaviors through direct systematic observation. Multiple regression was used as the method of analysis. For the cognitive domain, the results showed that effective teaching behaviors are: (a) high-level questions put to a large group of students; (b) probing, followed by a correct student response; (c) teacher waiting after asking a question; (d) successful redirecting; and (e) all forms of positive acknowledgement. Effective teaching behaviors in the affective domain are: (a) all forms of teacher lecture/explanations; (b) probing, followed by correct student response; and (c) all forms of positive acknowledgement. More teaching behaviors have a positive effect on mathematical knowledge than have a positive effect on students’ attitude toward mathematics. 相似文献
18.
王诚 《内江师范学院学报》2005,20(2):124-126
通过问卷调查和教学实验证明在初中体育课中实施主体性评价，有利于提高体育教学质量，有利于促进学生良性体育情感的发展，对提高学生的体育意识和能力具有积极的作用。 相似文献
19.
Robert F. Barry 《Journal of Experimental Education》2013,81(3):221-228
In this study, the relationship between student affective performance and classroom physical environment, social climate, and management style were investigated in a sample of classes in Hong Kong primary schools. The results of Pearson and canonical correlation analyses indicated that among the measures of classroom environment, perceived quality of physical environment and class master's expert power, personal power, and coercive power were the strongest predictors of affective performance. This finding supports the importance of class master's management style in the classroom environment. Students' attitudes toward school and teachers appeared to be most sensitive to variation in the classroom environment, and self-concept was the least sensitive among the seven student affective measures. Students' self-efficacy of learning and intention to drop out were moderately sensitive to classroom environment. Profiles of effective and ineffective classroom environments were also mapped. In effective classrooms, class masters care for students, pay attention to teaching, do not use force or punishment but do create a good classroom climate with their professional knowledge, personal morality, and personality. Physical environment and psychological environment are both important; a good classroom environment is highly correlated with student affective performance. 相似文献
20.
胡春兰 《和田师范专科学校学报》2013,(5):48-51
人本主义心理学观点为大学英语听说课的教学模式改革提供了理论依据。教师和学生的情感状态对听说课的教学效果有重要影响。教师应坚持知情合一的教学理念和以学生为中心的教学模式,克服自身消极情感,为学生营造良好的教学氛围,消除学生的紧张情绪,激发他们的主动性和潜能,促进认知能力的提升和健全人格的培养。 相似文献