情感教育在英语教学中的渗透效应研究

论文总字数：31915字

摘 要

情感是学生精神生活的主人翁，是获取知识和技能的必要条件。长期以来，人们关注的往往是教学中的认知因素，而对情感因素缺乏正确的认识。教师应该充分利用学生的情感因素来提高课堂学习效率和教学效率。本文从对情感教育的概述、渗透情感教育的策略和情感教育的实施三大方面出发，讨论了情感教育的重要性，分析其现状，提供了一些策略来更好地实施，最后举出了一些需要注意的问题以及在实际教学过程中的具体例子。为了提高教学效果，教师要让学习用积极的情绪参与到教学中来。

关键词：情感教育；渗透策略；初中英语教学

Contents

1. Introduction……………………………………………………………1
2. Literature Review…………………………………....................………1

2.1 Review of studies abroad .........................................................................1

2.2 Review of studies at home…………………………………………....2

1. Introduction of Emotional Education…….............…………………...2

3.1 Definition of emotional education………………………...…………….2

3.2 The importance of emotional education………………….....……........3

3.3 The current situation of emotional education………………....………...4

1. Strategies to Infiltrate the Emotional Education …………………….5

4.1 Situation created for students…………………………..........………….5

4.2 Establishment good relationship between teachers and students..............5

4.3 The excavation of teaching materials in terms of emotion.......................7

4.4 Teachers self-improvement..................................................................8

4.5 Teaching evaluations...............................................................................9

5.The Application of Emotional Education.............................................9

5.1 Problems needed to be paid attention to...................................................9

5.2 The specific application..........................................................................11

6.Conclusion………………………………………………………………12

Works Cited……………..............................................................………...13

1. Introduction

English is a compulsory course throughout the whole study. However, the current English teaching is still faced with certain difficulties, and quite a few students lack interest in English. Hegel once said, if there is no passion, all the great things in the world will not succeed. Emotions are frequently easy to be ignored in school education. If we can focus on students’ emotions, the quality of education will be further heightened. Compared with other subjects, language is more closely related to emotion. Emotional education enables students to get emotional experience, thus stimulating students" interest and achieving favourable learning results.

In the context of the new curriculum reform, this essay will introduce the definition of emotional education, analyze the importance and positive effects of emotional education. And then, how to cultivate emotional factors from different aspects and give specific examples of how to infiltrate emotion education in the classroom in order to stimulate the student’ emotion attitude and improve the teaching effect.

2. Literature Review

2.1Review of studies abroad

After the second world war, the western academia set off a revolution of emotion, which became the focus of psychology, philosophy, sociology and so on. Along with the revolution, the theory of emotion gradually formed, which laid a foundation for the development of emotional education. Krathwohl(1964)indicated that emotion is crucial to second language acquisition, and he pointed out the term“affective domain” . Bloom"s taxonomy of educational objectives divides educational goals into attitudes, interests, ideals, appreciation, and adaptive styles. Karl Rogers claims to respect everyone’s individuality. He believes that interpersonal relationships and emotional attitudes are the keys to success or failure in education. He insists that teaching should be organized from the emotional dimension of students, so that students" learning can be transformed from passive to active.

H.H.Stern(1989), a famous Canadian linguist claimed that the emotional factor was at least the same significant as cognitive factors for language learning, sometimes even more.

2.2 Review of studies at home

Domestic scholars started their research in the 1980s. In 1982, Lengran’s thesis On Cognitive and Affective Education published, which marked the beginning of emotional education in China. Zhang Zhengdong(1985)claimed the significant role of the emotional objectives and he believed that it was greatly vital in English teaching. Later, Lu Jiamei, a professor from Shanghai Normal University, demonstrated the practice,theory,strategy,and application of emotional education in her Theoretical and Empirical Study on Emotional Education in 2000.

Although many educators did many researches before, emotional education still does not get widespread application in junior high school. This essay will briefly introduce emotional education, hoping the context in this essay would have a little contribution.

3.Introduction of Emotional Education

3.1Definition of emotional education

For a long time, people have focused on the cognitive factors in teaching, but tended to ignore emotional factors. Modern teaching should be accelerated to meet the needs of the times, but the development of students is limited. Students hate learning and their learning efficiency decreases. Therefore, people are no longer limited to the cognitive field, but begin to focus on the emotional factors. Emotions are increasingly attracting people’s attention.

Teaching is the basic way to implement education at school. In this activity, the teacher is in a dominant position and the student is the principal part. Emotional education means that in the process of teaching, teachers should not only consider the cognitive factors, but also apply the theories and methods of psychology and give full play to the positive effects of emotional factors in accordance to certain teaching requirements, so as to cultivate students’ interest in learning and enhance the teaching effect. Effective teaching is an emotional connection between the teacher and the student so that the student has a pleasant emotional experience.

3.2 The importance of emotional education

In Junior high school English learning stage, they begin to come into contact English teaching. Due to the difficulty of learning, junior high school students are prone to losing interest and confidence in English learning. Consequently, emotional teaching plays an irreplaceable role. Emotional teaching mainly aims to stimulate and cultivates the emotional awareness. Through a certain situation, it can make up for the lack of real context in English learning in junior high school, and do students a favor better understand English context and emotion.

English is a language-based subject, focusing on interpersonal communication, the language expression and emotional experience. Generally speaking, when students are in high spirits, their enthusiasm for learning will increase accordingly; on the contrary, when they are in low spirits, their enthusiasm will be weakened.

When students are exposed to a new language, they inevitably fail to be confident. Teachers should try to reducing students’ learning anxiety. For example, when encouraging students to speak English, the teacher can say: It’s OK to make mistakes. I’m here to help you. After getting the teacher’s encouragement, the student’s enthusiasm enhances. A good teacher-student relationship can enhance students’ enthusiasm to a great extent. For it will affect the teacher’s attitude and expectation towards students, unconsciously shown in the teaching process, so that students get different feelings. Teachers’ expectations towards students lead to corresponding behaviors, thus, students make efforts in line with expectations. This is also known as the Pygmalion effect.

In practical teaching, "there is no course only for ordinary cultivation of students, and the other course only for specialized knowledge" (Russell). Teachers can only put emotion into teaching through specific teaching. On the one hand, in the emotional teaching, teachers present the moral sense in the teaching materials through vivid explanation, so that students can get real emotional experience. On the other hand, actually, in the process of teaching, not only do teachers utilize the teaching materials to influence students, but also their own personality to affect and edify students in order to achieve the purpose of setting up examples for others with both precept and practice. This is a kind of subtle and implicit education.

In English teaching, emotion also plays a regulating role. Practice usually shows that high learning efficiency results from high spirits. Rich emotional expression and appropriate language communication are the embodiment of emotion in teaching. The teaching contents that arouses them tend to leave a deep impression on students.

3.3 The current situation of emotional education

The majority of the students almost never interact with their friends and classmates in English. In addition to learning English at school, there are almost no other channels to receive English knowledge. They tend to worry that their English is merely at the theoretical stage rather than practical stage. Therefore, most students will not be ready to exchange with others in English, or even avoid communication.

In traditional teaching, teachers only focus on the dissemination of knowledge. The teacher reads the words and explains the grammar; the students learn by rote. Consequently, students cannot perceive the content as a whole. Students are trained mechanically. Teachers lack emotional exchange with students, thus totally overlooking the most realistic and independent emotional problems of students and even hindering students’ subjective development. In English teaching, many teachers fail to effectively develop and utilize the emotional factors in English textbooks, which leads to the serious waste of emotional resources. When explaining materials, they just think no deeper than a fact and set some simple questions instead of digging into the information behind the teaching materials.

If teachers lack emotional communication with students, it will absolutely cause a mechanical state of the teaching process. At the same time, students fail to take the initiative to participate in the teaching. Over the long haul, it is bound to discourage teachers from teaching. Neither the teacher nor the student can live up to their expectations.

4.Strategies to Infiltrate the Emotional Education

4.1 Situation created for students

As we all know, interest is the best teacher. Teachers are supposed to create a language environment for students to learn English and endow the boring class with a very interesting situation to make the English class active. Teachers can fully coordinate the English teaching content with PPT and multimedia teaching. If the teacher gives a very formal lecture, it will make the whole English teaching process very dull. The relaxing and happy emotional atmosphere provides the premise for students to receive new knowledge. In such an atmosphere, not merely are students proactive, but, more significant, efficient and creative. Thus, creating a pleasant situation is of great significance.

4.2 Establishing good relationship between teachers and students

Classroom teaching atmosphere is a kind of implicit education. The teacher strengthens the teaching through the emotional teaching once he or she is kind to the students so as to allow them to feel the teacher"s care and love. For example, when asking students to answer questions, teachers use some polite phrases like“please”,“Would you please...” When students are afraid to express their opinions, they should be encouraged. Once the teacher has established a good teacher-student relationship and exudes personal charm, the student will actively learn English under the guidance of the teacher. In reality, students are apt to take the course more seriously if they like the corresponding teacher.

4.2.1 Meeting students’ attachment needs

After entering school, students spend most of their time with their teachers. For one thing, they expect teachers to teach them knowledge and skills. For another, they also expect teachers to care and love them like their parents do. This need even becomes a crucial source of their learning. They work hard in order to get more attention from teachers. Educational psychologists refer it as affiliated drive. In fact, teachers’ action meeting the attachment needs of students will have a positive effect.

4.2.2 Meeting students’ respect needs

If the lower grade students need more attention from the teachers, then as the grades rise, the students’ desire to be respected by teachers is growing stronger. They pay much attention to what people around them say about them. Therefore, teachers should take effective measures in the following aspects. Firstly, teaching should be carried out equally. As a teacher, we should accept students’ criticism with a humble mind, advocate teachers and students to discuss together, learn from and promote each other. Secondly, think highly of the protection of students’ self-esteem in teaching. In the teaching, for the sake of maintaining the teaching order, teachers are obligated to stop the misconduct. In this case, teachers should be especially calm and protect their esteem.

4.2.3 Meeting students’ understanding needs

Adults tend to recognize students as adults and ignore their features in line with age. First of all, we must have a deep understanding of the students in teaching. When students reach a certain age, they are often not satisfied with book knowledge. Instead, they have their own judgment and opinions and dare to present challenges to teachers. If teachers are short of correct knowledge, they can’t understand students’ performance very well. They often think that students are mischievous and teasing teachers, which will misunderstand students and bring about barriers. They often think that students are teasing teachers. This will lead to misunderstanding of students and the estrangement between teachers and students. Secondly, in teaching management, we should also have a more understanding of students. As for students’ undisciplined behavior, we should find out the reasons and analyze students’ psychological activities so as to better understand and respect students.

4.3 The excavation of teaching materials in terms of emotion

4.3.1 Experience the emotion in the teaching content

Textbooks, containing rich emotional resources,are a significant carrier of emotional education. Teachers should maximize the factors of emotion to stimulate students’ potential. A thorough examination of teaching materials should start from understanding students’ learning needs, not from teachers’ own ideas. Many dialogues and reading articles in English materials are rich in emotional education content. The teacher are supposed to make students experience the emotion. Now, I take the first volume of the eighth grade English textbook published by JiangSu education press as an example and do a preliminary analysis.

Accordingly, teachers must work long hours on the textbooks, find the combination of language teaching and emotional education, integrate the boring book knowledge into real life, and promote students’ English learning with positive feelings.

4.3.2 Conveying the emotions in teaching content with expression

Teachers’ application of emotional teaching can be reflected in details, such as gestures, speaking speed and pauses, so as to better convey teaching content and reflect their thoughts and emotions. On the one hand, expressions can help teachers fully display the feelings they want to express. On the other hand, expressions can trigger corresponding emotional responses through empathy. Verbal expression which expresses emotions through the changes of voice and intonation in the teaching process is popular.

4.3.3 Foiling emotional atmosphere in the teaching content by context

There are many materials with emotional colors in English books. Provided you can give students a space for innovation and enable students to have a role play, on the one hand, students can better obtain the direct role emotional experience of the characters in the text and deepen their understanding of the text. On the other hand, it can stimulate students’ innovative consciousness. The teaching situation created by teachers empowers students to have direct experience of the emotions by teaching content.

4.4 Teachers’ self-improvement

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