情绪调节教学模式在高中英语阅读教学中的应用研究
发布时间：2022-10-19 13:34
随着教育改革的不断深入和教育科学发展观的深入人心,人们越来越意识到,教学过程不仅仅是一个认知的过程,更是一个情感的过程。近年来,情绪对于人类认知过程的作用正逐步受到研究者的重视。认知与情绪、情感在人的心理活动过程中是相互联系的,在教学过程中有情绪、情感的参与才能取得良好的教学效果。英语阅读对高中生非常重要。在英语阅读教学中,教师不但要重视学生的知识学习和技能发展,更要关注学生情感的培养。本文运用情绪调节教学模式进行英语阅读课堂教学试验,探讨该模式是否具有可行性和有效性。试验一个学期后,笔者运用测试和问卷调查的方法获取数据,并进行对比研究。结果表明,高中生的阅读水平得到提高,对阅读的兴趣、好奇和愉快的体验程度得到了极大的改善,焦虑水平也得到了有效调节。本研究主要是为了回答以下的问题:1.情绪调节教学模式能否有效提高高中生英语阅读理解水平?2.情绪调节教学模式能否有效提高高中生的英语阅读学习兴趣和好奇心,并给予他们愉快的体验?3.情绪调节教学模式能否有效调节高中生英语阅读学习焦虑程度,为他们提供一个良好的阅读学习环境?本研究历时一个学期,实验班采用情绪调节教学模式,对照班采用传统英语阅读教...
【文章页数】：83 页
【学位级别】：硕士
【文章目录】：
Acknowledgements
Abstract
摘要
Chapter 1 Introduction
1.1 The Background of the Study
1.1.1 The Significance of Reading and Reading Teaching
1.1.2 Current Situation of English Reading Teaching in Senior High Schools
1.1.3 Emotion, Affective Education and English Reading Teaching
1.2 Significance and Purpose of the Study
1.3 Research Aims and Objectives
1.4 The Organization of the Thesis
Chapter 2 Literature Review
2.1 The Teaching Mode Based on Emotion Regulation
2.1.1 The Connotative Meaning of the Teaching Mode Based on EmotionRegulation
2.1.2 Emotional Elements Related to the Teaching Mode Based on EmotionRegulation
2.2 Related Researches at Home and Abroad
2.2.1 The Studies on the Teaching Mode Based on Emotion Regulation inChina
2.2.2 Foreign Studies on Teaching Mode Based on Emotion Regulation
2.3 The Theoretical Basis of the Teaching Mode Based on Emotion Regulation.
2.3.1 The Learning Theory of Humanism
2.3.2 The Theory of Emotion Psychology
2.3.3 The Affective Filter Hypothesis
Chapter 3 Methodology
3.1 Research Questions
3.2 The Subjects
3.3 Research Instruments
3.3.1 Pre-test and Post-test
3.3.2 Questionnaires
3.3.3 Interviews
3.4 Experimental Process
3.5 Principles of the Teaching Mode Based on Emotion Regulation
3.6 Procedure of the Teaching Mode Based on Emotion Regulation
3.7 Effective Emotion Regulation Strategies Used in the Teaching Mode Basedon Emotion Regulation
3.7.1 Active Reading
3.7.2 Arousing Curiosity and Stimulating Thirst for Knowledge
3.7.3 Arousing Interest
3.7.4 Creating an Engaging and Enjoyable Experience for the Students
3.7.5 Generating Moderate Anxiety
Chapter 4 Results and Discussion
4.1 Students’ English Reading Proficiency
4.1.1 Students’ English Reading Proficiency in the Experimental Class andthe Control Class before the Experiment
4.1.2 Students’ English Proficiency in the Experimental Class and theControl Class after the Experiment
4.2 Students’ Emotional States in English Reading
4.3 Qualitative Revelation of the Students' Emotional States and English ReadingProficiency
4.3.1 Teachers’ Attitude towards Students’ Emotional States and TheirInfluence on English Reading
4.3.2 Students’ Emotional States before the Experiment
4.3.3 Students' Emotional States and English Reading Proficiency after the Experiment
Chapter 5 Conclusion
5.1 Major Findings
5.2 Limitations of the Study
5.3 Implications of the Study
5.4 Suggestions for Further Study
Bibliography
Appendix Ⅰ Pre-test
Appendix Ⅱ Post-test
Appendix Ⅲ Questionnaire:
Appendix Ⅳ Interview
Appendix Ⅴ Papers Published During the Programme
【参考文献】：
期刊论文
[1]论情感教育在初中英语教学中的运用[J]. 陈寅莹. 英语教师. 2015(23)
[2]浅谈情感因素在初中英语教学中的作用[J]. 王艳. 教育教学论坛. 2014(21)
[3]运用情绪调节教学模式促进大学英语口语教学发展[J]. 杨琼,曾瑜薇. 海外英语. 2012(12)
[4]情绪调节教学模式与英语课堂气氛调节——大学英语教育和新东方英语教育的比较研究[J]. 张馨月. 科教导刊(中旬刊). 2010(10)
[5]情绪调节教学模式在中学英语听力教学中的应用[J]. 王楠楠. 新课程(中学). 2010(10)
[6]合理情绪调节策略在英语教学中的应用分析[J]. 张瑾佳. 现代商贸工业. 2010(21)
[7]情感因素与大学英语阅读教学[J]. 郭李琴. 科技信息. 2009(36)
[8]打破大学英语课堂气氛沉闷之我见[J]. 李英菊,王少鹏. 科技信息. 2009(02)
[9]罗杰斯人本主义教育思想对“两课”教学的启示[J]. 李新堂. 现代企业教育. 2007(18)
[10]情绪调节教学模式与体育教学[J]. 程耀华. 产业与科技论坛. 2007(07)
硕士论文
[1]情感教学在高中英语阅读教学中的应用研究[D]. 喜小龙.西北师范大学 2016
[2]高中英语口语情绪调节教学模式的实证研究[D]. 林巧玲.福建师范大学 2012
[3]情绪调节教学模式在中学英语听力教学中的应用研究[D]. 杨文邱.上海师范大学 2009
[4]以学生为中心的中学英语阅读教学模式及研究[D]. 李晖.华中师范大学 2007
本文编号：3693456
【文章页数】：83 页
【学位级别】：硕士
【文章目录】：
Acknowledgements
Abstract
摘要
Chapter 1 Introduction
1.1 The Background of the Study
1.1.1 The Significance of Reading and Reading Teaching
1.1.2 Current Situation of English Reading Teaching in Senior High Schools
1.1.3 Emotion, Affective Education and English Reading Teaching
1.2 Significance and Purpose of the Study
1.3 Research Aims and Objectives
1.4 The Organization of the Thesis
Chapter 2 Literature Review
2.1 The Teaching Mode Based on Emotion Regulation
2.1.1 The Connotative Meaning of the Teaching Mode Based on EmotionRegulation
2.1.2 Emotional Elements Related to the Teaching Mode Based on EmotionRegulation
2.2 Related Researches at Home and Abroad
2.2.1 The Studies on the Teaching Mode Based on Emotion Regulation inChina
2.2.2 Foreign Studies on Teaching Mode Based on Emotion Regulation
2.3 The Theoretical Basis of the Teaching Mode Based on Emotion Regulation.
2.3.1 The Learning Theory of Humanism
2.3.2 The Theory of Emotion Psychology
2.3.3 The Affective Filter Hypothesis
Chapter 3 Methodology
3.1 Research Questions
3.2 The Subjects
3.3 Research Instruments
3.3.1 Pre-test and Post-test
3.3.2 Questionnaires
3.3.3 Interviews
3.4 Experimental Process
3.5 Principles of the Teaching Mode Based on Emotion Regulation
3.6 Procedure of the Teaching Mode Based on Emotion Regulation
3.7 Effective Emotion Regulation Strategies Used in the Teaching Mode Basedon Emotion Regulation
3.7.1 Active Reading
3.7.2 Arousing Curiosity and Stimulating Thirst for Knowledge
3.7.3 Arousing Interest
3.7.4 Creating an Engaging and Enjoyable Experience for the Students
3.7.5 Generating Moderate Anxiety
Chapter 4 Results and Discussion
4.1 Students’ English Reading Proficiency
4.1.1 Students’ English Reading Proficiency in the Experimental Class andthe Control Class before the Experiment
4.1.2 Students’ English Proficiency in the Experimental Class and theControl Class after the Experiment
4.2 Students’ Emotional States in English Reading
4.3 Qualitative Revelation of the Students' Emotional States and English ReadingProficiency
4.3.1 Teachers’ Attitude towards Students’ Emotional States and TheirInfluence on English Reading
4.3.2 Students’ Emotional States before the Experiment
4.3.3 Students' Emotional States and English Reading Proficiency after the Experiment
Chapter 5 Conclusion
5.1 Major Findings
5.2 Limitations of the Study
5.3 Implications of the Study
5.4 Suggestions for Further Study
Bibliography
Appendix Ⅰ Pre-test
Appendix Ⅱ Post-test
Appendix Ⅲ Questionnaire:
Appendix Ⅳ Interview
Appendix Ⅴ Papers Published During the Programme
【参考文献】：
期刊论文
[1]论情感教育在初中英语教学中的运用[J]. 陈寅莹. 英语教师. 2015(23)
[2]浅谈情感因素在初中英语教学中的作用[J]. 王艳. 教育教学论坛. 2014(21)
[3]运用情绪调节教学模式促进大学英语口语教学发展[J]. 杨琼,曾瑜薇. 海外英语. 2012(12)
[4]情绪调节教学模式与英语课堂气氛调节——大学英语教育和新东方英语教育的比较研究[J]. 张馨月. 科教导刊(中旬刊). 2010(10)
[5]情绪调节教学模式在中学英语听力教学中的应用[J]. 王楠楠. 新课程(中学). 2010(10)
[6]合理情绪调节策略在英语教学中的应用分析[J]. 张瑾佳. 现代商贸工业. 2010(21)
[7]情感因素与大学英语阅读教学[J]. 郭李琴. 科技信息. 2009(36)
[8]打破大学英语课堂气氛沉闷之我见[J]. 李英菊,王少鹏. 科技信息. 2009(02)
[9]罗杰斯人本主义教育思想对“两课”教学的启示[J]. 李新堂. 现代企业教育. 2007(18)
[10]情绪调节教学模式与体育教学[J]. 程耀华. 产业与科技论坛. 2007(07)
硕士论文
[1]情感教学在高中英语阅读教学中的应用研究[D]. 喜小龙.西北师范大学 2016
[2]高中英语口语情绪调节教学模式的实证研究[D]. 林巧玲.福建师范大学 2012
[3]情绪调节教学模式在中学英语听力教学中的应用研究[D]. 杨文邱.上海师范大学 2009
[4]以学生为中心的中学英语阅读教学模式及研究[D]. 李晖.华中师范大学 2007
本文编号：3693456
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