初中英语课堂情感性导入策略研究

发布时间：2017-12-31 21:25

本文关键词：初中英语课堂情感性导入策略研究　出处：《四川师范大学》2015年硕士论文　论文类型：学位论文

【摘要】：我国传统的英语课堂教学很容易导致沉闷枯燥的课堂气氛,引起一些学生的反感,严重的影响到了学生的学习情感,从而影响教学效果。近年来,情感教学思想越来越受到教育领域的关注,并被用于各个课堂教学环节中。课堂导入环节在课堂教学中有着“四两拨千斤”的作用,导入的质量在很大程度上影响这一整节课的成效。本文将情感教学思想运用于初中英语课堂教学的导入环节的研究,以改变课堂导入教学中存在的重知轻情、导入内容枯燥、形式单调的现况,使学生具有积极向上的学习情感,提高英语课堂教学的效率。本研究站在情感角度对初中英语课堂导入环节进行研究,在文献研究的基础上,探讨了了情感性课堂导入的概念、理论基础、作用及原则,之后笔者对初中英语课堂导入的现状作了调查,发现初中英语课堂导入存在重知轻情、导入内容枯燥、形式单调、师生情感交流缺乏的问题。在理论和实践的基础上,笔者提出情感性课堂导入策略,包括舒缓学生课堂情绪的策略、激发学生学习兴趣的策略、增加学生成功体验的策略和凸显学生主体性的策略,并通过教师的教学实践验证情感性课堂导入策略在英语教学实践中的有效性,研究结果表明:运用情感性课堂导入策略的确对学生的学习情感、课堂表现有积极的作用,并且能促进师生情感交融。
[Abstract]:China's traditional English classroom teaching is very easy to cause the dull atmosphere in the classroom, some students caused resentment, seriously affect the students' emotion, thus affecting the teaching effect. In recent years, the emotion teaching thought more and more attention in the field of education, and has been widely used in every classroom teaching. The lead-in is "42 pounds" role in the classroom teaching, the quality of import impact of the whole class results in a great extent. This paper will research into the link use of emotional teaching in junior middle school English classroom teaching ideas, to know there is light weight change into the classroom teaching, boring content into the status, monotonous form, to enable students to have positive learning emotions, improve the efficiency of English teaching. This research station in the perspective of emotion research on junior middle school English classroom import links in this paper Based on the research of the offer, the concept of emotional classroom into the theoretical basis, function and principle, after the status of the junior middle school English classroom were investigated, found that junior middle school English classroom into existing heavy knowledge and light conditions, import content boring, monotonous and lack of emotional communication problems of teachers and students based on. The theory and practice, the author puts forward the affective strategies into the classroom, including relieving student classroom emotional strategies, stimulate students interest in learning strategies, increase students successful experience and strategy highlights the subjectivity of the students, and through the teaching practice of teachers to verify the affective strategies in English classroom teaching in the practice of effectiveness. The research results show that: the use of affective strategies into the classroom really emotional learning for the students, have a positive effect on classroom performance, and can promote the communion between teachers and students.

【学位授予单位】：四川师范大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G633.41

【参考文献】