| 情绪调节教学模式的理论建构 |
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| 引用本文： | 郭德俊,田宝.情绪调节教学模式的理论建构[J].北京师范大学学报(社会科学版),2000(5):115-122. |
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| 作者姓名： | 郭德俊 田宝 |
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| 作者单位： | 首都师范大学教科院心理系,北京 |
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| 摘 要： | 情绪调节教学模式是在课堂中激发情绪对学习的动力性作用的教学设计，以提高学生学习积极性，培养学生乐学、好学的情感性教学模式。人本主义学习观和情绪心理学理论是其理论基础。好奇、兴趣、愉快和焦虑是课堂中主要的情绪，如何把课堂唤醒调整在适宜水平是情绪调节教学模式简要解决的问题。在教学过程中，教师应依据学生的生理唤醒、认知评价、人格特征三个方面的特点，灵活采取策略来诱发调节学生的情绪，培养学生积极的学习情感
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| 关 键 词： | 情绪 愉快 好奇 焦虑 兴趣 情绪调节 |
The Theoretical Construction of Emotion Regulation Teaching: CIAH Teaching Pattern |
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| GUO De-jun,et al.The Theoretical Construction of Emotion Regulation Teaching: CIAH Teaching Pattern[J].Journal of Beijing Normal University(Social Science Edition),2000(5):115-122. |
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| Authors: | GUO De-jun |
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| Abstract: | Emotion regulation teaching pattern is designed to evoke emotion and enhence the study dynamics to improve students' study and develop students' eagerness and fondness of study. A humanistic view of learning and psychology of emotion are its theoretical bases. Curiosity. interest. happiness and anxiety are the major emotions involved. This piece examines how emotions in class are adjusted to the reasonable level. In the teaching process, teachers should use flexible methods to induce and adjust students' emotions and cultivate their eagerness to learn, according to their physiological awakening, cognitive assessment and personality. |
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| Keywords: | emotion happiness curiosity: anxiety interest emotion regulation |
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