完整 英語教學法方向畢業(yè)論文

原創(chuàng) 經(jīng)過審稿 各項內(nèi)容齊全規(guī)范


摘 要
為了激發(fā)學生學習興趣和提高英語教學效果，調節(jié)課堂氣氛和平衡學生日常心理狀態(tài)顯得越發(fā)必要，情感教育作為素質教育的重要組成部分在教育改革中受到越來越多的重視。教師不但要開發(fā)學生的智力因素，還要開發(fā)他們的非智力因素，即情感因素。教育實踐證明，注意情感因素可以激活學生潛在的學習動機，變被動為主動，變自卑為自信，大大提高學習效果。隨著教學改革的深入，學生素質的提高，情感因素在英語教學中愈發(fā)重要了。
本文首先介紹了情感在英語教學中運用的理論基礎和作用，然后說明了情感對學習和記憶的影響,進而通過事例提出了一些可行性的建議：教師應反省自己的教學行為來提高自身素質，同時組織人文主義活動，把教學內(nèi)容中所蘊含的情感與學生日常生活實際聯(lián)系起來；學生應該把自主學習與合作學習相結合，進而推進素質教育。

關鍵詞：英語教學；情感；情感因素；教學效果
 
Abstract
In order to arouse students’ interest in their English studies as well as to better teaching efficiency, it is necessary to improve class atmosphere and balance the students’ psychological state in everyday life from this aspect. As an important part of quality education, emotional education has been attached to more and more importance in education reform; teachers should develop not only the students’ intellectual factors but also their non-intellectual ones, that is factors of emotion. The teaching practice has proved that paying attention to emotional factors can active the potential studying motive of students. It can turn passive into active and self-abased into self-confidence so as to improve the study effects. With the deepening of teaching reform and the promotion of students’ quality, emotional factors are playing the key role in the process of English teaching and learning.
This thesis first introduces its foundational theory and functions of emotion in English teaching and then it explains its effects in learning and memory. The third, it gives examples and raises some possible suggestions: teachers should reflect their own teaching actions to improve their own quality and organize humanistic activities to combine the emotion existed in the teaching course with the practical life of the students today; students should learn automatically and cooperatively in order to advance quality education. 

Key words： English teaching; emotion; emotional factors; teaching efficiency
 
Contents
Chapter 1 The foundational theory of emotion in English teaching 1
1.1 Experiential learning and humanistic psychology 1
1.1.1 Experiential learning 1
1.1.2 Humanistic psychology 2
1.1.3 The relevance between humanism and experiential learning 2
1.2 Learner-centered education 3
1.2.1 Defining learner-centeredness 3
1.2.2 Learner involvement in the learning process 4
Chapter 2 Emotional factors 5
2.1 Definition of emotion 5
2.2 Emotional factors and influence of these factors to English teaching and learning 5
 2.2.1 Individual factors 6
 2.2.2 Relational factors 9
Chapter 3 Emotion in learning and memory 11
    3.1 Definition of learning 11
    3.2 Definition of memory 11
3.3 Three roles for emotion in learning and memory 12
3.3.1 Emotional data 12
3.3.2 Emotion and playback from others’ use of the language 13
3.3.3 Emotion and the use of what one knows 13
Chapter 4 Suggestions 15
4.1 To the teachers 15
4.1.1 Reflect their own teaching actions 15
4.1.2 Organize humanistic activities 16
4.2 To the students 18
4.2.1 Learn automatically 18
4.2.2 Learn cooperatively 18
Chapter 5 Conclusion 20
References 21
Acknowledgements 22