情感教学法对中学英语教学的影响(2)
Emotional teaching method means that teachers create emotional atmosphere in the teaching process by using various means and make students produce emotional resonance, stimulate their interest in learning and understanding of relevant principles. It can help them to build a democratic teaching atmosphere and to establish a close and harmonious relationship between teachers and students. Lots of theories and researches have shown that in middle school English teaching, emotional factors are more important than cognitive factors. To some extent they play a start-up and active role in people’s cognitive activities, so as to become the direct cause of the learning activities that affect middle school students’ learning behavior and efficiency.
Emotional teaching has become an integral part in improving the quality of today’s education, so focusing on emotional teaching is one of important characteristics in middle school English teaching. Teachers should arouse students’ interest, and confidences to learn English. Teachers should put the people-oriented method and sustainable development into education. So in research and experience of emotional teaching, teachers should pledge to impart knowledge to students, develop students’ emotion (moral and intellective), and sublime their nature. It is coincided with principle of quality education in learning activity.
II. Theoretical Framework of the Study: Emotional Teaching Method
2.1 The Definition of Emotional Teaching Method
Emotional teaching method means that teachers create emotional atmosphere in the teaching process by using various means and make students produce emotional resonance, stimulate their interest in learning and understanding of relevant principles. It can help to build a democratic teaching atmosphere and to establish a close and harmonious relationship between teachers and students. Emotional teaching method also can help to attach importance to emotional communication, cultivate the students’ self-confidence. The emotion as the dominant factor of the core of human existence is effective to promote students’ learning efficiency of the catalyst. Emotion and language teaching is a bilateral interactive relationship. Focusing on emotion can improve the quality and effect of language teaching; language teaching, in turn, can help students develop positive and healthy emotion. Therefore, the emotional method is of great significance in English teaching.
The emotional teaching method is proposed by Li Tsingyuan, a famous English educator, which aims to cultivate Chinese students’ ability in listening and speaking. According to previous studies, researches on the emotional method date back to the latter half of the 21st century. They did many significant researches and explorations on the emotional method and got more abundant results. At present, the domestic study of the emotion method mainly focuses on several aspects: the application of the emotion method in teaching, how to apply the emotional method, how to exert students’ creativity and develop language skills by adopting emotional method, and so on.
2.2 Emotional Teaching Abroad
Emotion is the complex psychophysiological experience of an inpidual’s state of mind as interacting with biochemical (internal) and environmental (external) influences. In humans, emotion fundamentally involves ―physiological arousal, expressive behaviors, and conscious experience. Emotion is associated with mood, temperament, personality and disposition, and motivation.
Emotion theories can find origins in philosophy and stretch back at least as far as the Ancient Greek Stoics, such as Plato and Aristotle. They were contrasted with reason and seen as something to be worked against, which were guarded against or at least kept on a tight rein for many years.
Plato seemed to look down on emotion. He made reason, spirit and appetite as his tripartite soul, which gave emotion no central position. Aristotle took emotions as much more interesting facets of existence. He viewed them as being accounted for by a mixture of higher cognitive life and a lower sensual life and saw some of our feelings as arising from our views of the world around.
上一篇：《简爱》中女主人公的人生观分析
下一篇：探究小学英语课堂常见问题及对策