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论教学中的情感教育及其实施策略

发布时间:2018-11-17 08:05  文章来源:笔耕文化传播
【摘要】:情感教育在大力提倡素质教育的今天已成为教育理论和实践所关注的“热点”话题之一。情感教育是教育过程的一部分,它关注教育过程中学生的态度、情绪、情感以及信念,还有对学生自尊、个人发展和社会发展的关注,以促进学生个体的和谐发展和整个社会的健康发展。(朱小蔓)简言之,情感教育“不仅仅是以情感来促进教育,,更强调要教育情感本身,情绪感受自身就是要教育的内容。”所以,情感教育就是在各种教育活动中,有效的激活并利用师生的积极情感,从而使学生感受各种情绪情感,并体验到愉快的教育;不仅要注意教育过程,如学生之间的关系、师生之间的关系、课堂教学的气氛和学校教育气氛,也要注重教育结果,如学生的技能、倾向和行为。这种情感教育具有创造性、灵活性、兴趣性的特征。 情感教育的功能体现在教学中,它有助于形成学生健全的人格;可以影响和调节认知过程;可以维护和提高学生身心健康水平。因而在教学中实施情感教育对培养全面和谐发展的新一代起着举足轻重的作用。在讨论实施情感教育的策略之前,对教学中的情感因素作以系统性分析。从静态角度分析,教学中的各个要素都有丰富的情感;从动态角度分析,当教师和学生在教学目的的指引下围绕着教材内容展开教学活动的时候,这些情感因素便在教学情境中被激活,并以情感信息的形式在师生间流动,从而形成教学中情感交流的动态网络。 对教学中情感因素进行分析的基础上提出实施策略,根据施教者在教育中的主导地位,实施情感教育的策略也是从施教者的角度以宏观、微观两方面提出的。在宏观上:1、明确教学目的,转变教育观念,调整教学评价方案。实施情感教育的关键是转变观念,只有改变以往以分数作为唯一标准的评价方案,才能有望使学生在各方面得到全面和谐发展;2、在教学中加强心理教育与咨询,关注学生中存在的普遍厌学问题,注重学生的自身和谐发展;3、在教学中创设良好的教学环境,使学生在和谐、融洽、信任的心理环境中愉快地学习;4、充分发挥音、体、美教育的独特功能。就微观方面讲,实施策略要求教师做到四点:1.在教学中调整好自身的情绪状态;2.在教学中充分展示教材的情感因素;3.在教学中爱护学生的自尊心和自信心;4.在教学活动中注意教学手段上的艺术性等。
[Abstract]:Nowadays, emotional education has become one of the hot topics in educational theory and practice. Emotional education is part of the educational process, which focuses on the attitudes, emotions, emotions and beliefs of middle school students, as well as their self-esteem, personal development and social development. In order to promote the harmonious development of individual students and the healthy development of the whole society. (Zhu Xiaoman) in short, emotional education "not only promotes education with emotion, but also emphasizes the education of emotion itself, and emotional feeling itself is the content of education." Therefore, emotional education is to effectively activate and utilize the positive feelings of teachers and students in all kinds of educational activities, so that students can feel various emotional feelings and experience happy education. We should not only pay attention to the educational process, such as the relationship between students, teachers and students, the atmosphere of classroom teaching and the atmosphere of school education, but also pay attention to the educational results, such as students' skills, tendencies and behaviors. This emotional education is characterized by creativity, flexibility and interest. The function of affective education is embodied in teaching, it helps to form students' sound personality, can influence and regulate the cognitive process, and can maintain and improve the students' physical and mental health. Therefore, the implementation of emotional education in teaching plays an important role in cultivating a new generation of comprehensive and harmonious development. Before discussing the strategies of implementing affective education, this paper makes a systematic analysis of the affective factors in teaching. From the static point of view, every element of teaching has rich emotion; From the dynamic point of view, when teachers and students carry out teaching activities around the content of teaching materials under the guidance of teaching purpose, these emotional factors are activated in the teaching context and flow between teachers and students in the form of emotional information. In order to form a dynamic network of emotional communication in teaching. Based on the analysis of the affective factors in teaching, the implementation strategy is put forward. According to the dominant position of the teacher in education, the strategy of implementing emotional education is also put forward from the perspective of the teacher in macro and micro aspects. On the macro level: 1. Make clear the teaching aim, change the education idea, adjust the teaching evaluation plan. The key to the implementation of emotional education is to change the concept. Only by changing the evaluation scheme which used scores as the sole criterion can students be expected to develop harmoniously in all aspects. 2.Strengthening psychological education and consultation in teaching, paying attention to the general problem of weariness in students and paying attention to the harmonious development of students themselves; (3) to create a good teaching environment in order to make the students learn happily in the harmonious, harmonious and trusting psychological environment, and (4) to give full play to the unique functions of sound, physical and aesthetic education. On the micro aspect, the implementation strategy requires teachers to do four things: 1. Adjust their own emotional state in teaching; 2. Fully display the emotional factors of teaching materials; 3. Take care of students' self-esteem and self-confidence in teaching; 4. Pay attention to the artistry of teaching methods in teaching activities.
【学位授予单位】:内蒙古师范大学
【学位级别】:硕士
【学位授予年份】:2003
【分类号】:G441

【引证文献】

相关期刊论文 前3条

1 倪瑞花;;情感教育在课堂教学中的渗透[J];科技信息;2010年28期

2 刘媛媛;;打造情感型的英语课堂[J];学苑教育;2012年13期

3 赵玲;;对化工防火课群课程引入情感式教学的探讨[J];科技资讯;2010年25期

相关硕士学位论文 前8条

1 曲建平;情感教学法在高中思想政治课教学中的运用[D];山东师范大学;2011年

2 姚俊华;基于信息技术的情感教育策略研究[D];陕西师范大学;2011年

3 王相泉;高中物理教学中实施情感态度价值观教育的研究[D];江西师范大学;2007年

4 王正慧;高中数学情感教学的探讨与研究[D];广西师范大学;2007年

5 王凯;大学英语教学中情感因素的研究[D];延边大学;2007年

6 朱英;初中物理渗透“情感、态度与价值观”实践模式研究[D];上海师范大学;2012年

7 周洁琦;中学思想品德课实施情感教育的研究[D];内蒙古师范大学;2013年

8 杨雪;数字化时代的大学人文教育研究[D];河南大学;2013年



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