小学英语教学中的情感教学的探究,英语论文

小学英语教学中的情感教学的探究,英语论文在新课程改革背景下，小学英语课程的总体目的是使学生的综合语言运用能力得到全面发展，使学生学好英语，培养学生积极的情感。所以情感教育在小学英语教学中占有重要地位。然而，当下英语课堂教学中过分重视语法和词汇知识的讲解和教授，忽视对学生积极情感态度的培养，导致学生对英语学习缺乏兴趣、自自信心以及乐于与别人合作的品质。这与新课改的理念是背道而驰的，不利于学生的发展。因而，为了较好的实践新课改的理念与目的，小学英语课堂中老师要不断加强对学生情感的投入，促进学生和和谐健康的情感的发展；与此同时，老师本身也要保持良好的情感态度，做到言传身教，最终要到达促进学生综合语言运用能力的发展目的。本文关键词语：情感；教学；小学AStudyonEmotionalTeachinginEnglishinPrimarySchoolABSTRACTUnderthebackgroundofthenewcoursereformation,theoverallgoalsoftheEnglishcourseinprimaryschoolaretodevelopstudentscomprehensivelanguageabilities,letthemlearnEnglishwell,andcultivatetheirpositiveemotions.Therefore,emotionaleducationplaysanimportantroleinprimaryschoolEnglishteaching.However,someEnglishteachersputtoomuchemphasisontheknowledgeofgrammarandvocabularyinclassroomteachingandoverlookthecultivationofstudentspositiveemotions,whichleadtotheirlackingofinterestinstudyingEnglish,self-confidenceandthetraitofcooperatingwithothers.Itiscontrarytotheideaofthenewcoursereformationandisnotconducivetothedevelopmentofstudents.ThefacturgesthatprimaryschoolEnglishteachersshouldenhancetheinputofemotionalteachinginclassandpromotestudentstodevelopharmoniousandhealthyemotions.Meanwhile,teachersshouldalsomaintainagoodemotionalattitude,teachbypreceptandexample,andeventuallyreachthegoalofdevelopingstudentscomprehensivelanguageabilities.Keywords：Emotional；teaching；primaryschoolTABLEOFCONTENTS摘要ABSTRACTChapterOneIntroductionChapterTwoProblemofEmotionalAttitudeinEnglishTeachinginPrimarySchool2.1Lackofmotivation2.2Lackofinterest2.3Lackofself-confidence2.4LackofcooperationChapterThreeSolutionsofEmotionalTeachinginPrimarySchoolEnglish3.1Stimulatingstudentslearningmotivation3.2Exploringstudentslearninggoals3.3CreatingfriendlyandharmoniousatmosphereinEnglish3.4MakingeffortstounearththeteachingcontentsChapterFourConclusionREFERENCESChapterOne:IntroductionAmericaneducationexpertBloomfieldsemotionaleducationtheorythinksthatmanydifficultiesintheschoolsareartificial,butnotindividuallyinherent.Aslongasstudentsareprovidedwithadequatetimeandtheproperhelp,90percentofthemareabletolearnadiscipline.Astudentwithapositiveemotionallearningmotivationhashigherlearninglevelthanthosewholackenthusiasm.Studentswhoareinterestedinlearningaremorerelaxed,moreefficientthanthosestudentswhofeelanxietyandfearoflearningmaterials.Fearfulmentalitywasharmfulfornormalmentalactivities:theperception,memory,thinkingandlanguage(LaiWang,2007).Studentsinthenormalstatecanfullyanswerthequestionscorrectly,whileinastateoffearandpanictheymaybecomestupid.Thatistosay,iftheyfeelnervous,theycannotexpressthemselveswell.Besidesthat,theEnglishcurriculumstandard,emotionalattitudegetscloselywiththeEnglishlearning.TomaintainapositiveemotionalattitudetowardEnglishlearningisthekeytosuccess.Topromoteinterpersonalcommunicationisoneoftheimportantfunctionsofhumanlanguage.Duringinterpersonalcommunication,emotionalattitudeisessential.Appropriateuseoflanguagecanhelptoimprovecommunicativefeelings,friendships,andrespects.EmotionalattitudedirectlyorindirectlyaffectsmanyaspectsofEnglishlearning.PositiveemotionandlivelypersonalitywillhelpstudentstakeanactivepartinEnglishlearningandgraspmorelearningopportunities.Strongemotiontolearnandboldspirittopracticecanhelpstudentstoenhancelearningefficiency.Strongwillandself-confidencehelpstudentsovercomedifficultiesencounteredinthelearningofEnglish.Respondingtothereformofthenewcurriculum,educatorsandteachersenhancetheimportanceofstudentsthemselves.Teachersshouldputemotionalattitudeofthestudentsintoacademiceducationandtraining.Abasiceducationnotonlyaccumulatesthelanguageknowledgeanddevelopstheskillsofstudents,butalsohastheresponsibilityandobligationtocultivateapositiveemotionalattitude.Comparedwithotherareas,languageandemotionalattitudearerelatedcloser.Emotionallanguageinlargepartneedstobeexpressedandconveyed.Communicationandsolvingemotionalproblemsneedtouselanguage.Appropriateandreasonableusingoflanguagewillhelpstudentstocommunicatefeelings,friendshipsandmutualrespectswell.Thus,atpresent,agrowingnumberofscholarsandteachersbegintopaymoreattentiontoexploringtheemotionalteaching,becausestrengtheningthequalityofeducationgivesteachersanewmission.Thenewmission-theteachingprocessisnotonlyatwo-wayprocessofinformationtransmissionandcommunicationbetweenteachersandstudents,butalsoatwo-wayprocessofemotionalinteraction.Accordingtosomesurveys,theperformanceofstudentsinEnglishclassvarieswidely.Infact,thereareanumberofstudentshavingdifficultiesinspeakingEnglishandevenproducingunwillingnesstospeakEnglish.Thepurposeofemotionalteachinginprimaryschoolistooptimizeteachingcourse,tofulfillteachingaims;tobringuppupilsinterestsinlearningandspeakingEnglishandtoactiveattitudestowardsEnglishlearning;toimprovetheirEnglishlearningresults;todeveloptheirsoundpersonalcharactersinprimaryschool;andtostartagoodbeginninginEnglishlearning(英语课程标准研制组,2008).FromtheangleoftheHumanismandaccordingtoemotionaltheoriesonemotionallanguageteachingathomeandabroadcounteringtraitsofprimaryschoolpupils,primaryschoolEnglishteachersandprimaryschoolEnglishcurriculums,thethesismakesagreatdealoftheoreticalresearchandrealisticinvestigationonthepossibilityandnecessitiesofcarryingoutEnglishemotionalteachinginprimaryschool.TheresearchhasbeendonethroughinterviewingteachersandtalkingwiththeprimaryschoolstudentsinChangshuShimeiPrimarySchool.Allthecontentswerecollectedandanalyzed.ItshowsthepupilsinterestsinEnglish,thepupilsattitudestotheirEnglishteachersandthepupilsexperiencesoftheEnglishteachersloveinpracticalteachinghaveobviousinfluencesontheirEnglishlearningresults.AndtheemotionalteachinginprimaryschoolEnglishhasthefollowingcharacteristics:itcaneffectivelyfostertheprimaryschoolEnglishbeginnersinterestsinEnglish,activeattitudestowardsEnglish,improvethepupilsEnglishlearningresults,andmakethemtakeadelightinlearningEnglish.ItcanarouseempathyamongpupilsandtheirEnglishteachersthathasobviousinfluencesonpupilsEnglishlearningresults.ThethesisshowsthatemotionalteachinginprimaryschoolEnglishhasfourspecialpowerfulfunctions:functionofcultivatingmotivation,functionofdevelopinginterest,functionofbuildingconfidenceandfunctionofarousingcooperativespirit.ThereforetheemotionalteachinginEnglishinprimaryschoolispossibleandnecessary.ChapterTwo:ProblemsofEmotionalAttitudeinEnglishTeachinginPrimarySchool2.1LackofmotivationMotivationisthefactorthataffectstheinitiation,direction,intensity,andpersistenceofbehavior(中国教育部,2003).Teachersmustlinkstudentsexperienceandcreateappropriateconditiontostimulatestudentsmotivationandreachtheclasslearninggoals.Interestisthebestteacher.InterestinEnglishlearningisnecessaryforstudents.Goodteachersmustfindsomethinginterestingineverywhereandatalltimesthediversityofteachingmethods.Interestingandmeaningfulcontentscanstimulatestudentsinterestandmotivationinlearning.TV,electronicandmulti-mediateachingcanincreasestudentsinterestinlearning.Furthermore,Englishspeechcompetition,oralcompetitionandotheractivitiesarebeneficialtoincreasestudentsinterest,soteachersshoulddesignandorganizeclassactivitiescarefully(LaiWang,2007).Positiveevaluationthatteachersgivestudentsshouldbesomestimulatingwords,forexample:good,goodjob.Suchencouragingwordsarewarmcurrentthatfilledinstudentspsychologicaldevelopment.Itwillpromotestudentstolearnhardandcontinuouslyimprovetheirlearningefficiency.Indoinggames,ifteachersletthemdosimpleperformanceandstudentsperformpoorly,atthistimeteachersshouldseizetheopportunitytosay:itdoesnotmatter.Thinkitover.Whentheyarewrong,theteachersshouldsaywithasmileBecarefully,youwilldoitbetter.OrNevermind,Iamsureyoucandobetternexttime.Thus,theirpotentialwillbetapped,andthiswillenhanceself-esteemandself-confidence.Ifthingsgoonlikethis,theteacherstransfersuchexpectationtostudentsopenlyorcovertly,itwouldcertainlyaffecttheacademicperformanceofstudentsandteachersintheevaluationofstudents(人民教育出版社师范教学资料中心,1998).Learningmotivationprovideimpetusanddirectiontolearners.Teachersshouldbegintousewordstoexpresstheemotionalcontentofteaching,andteachersshouldbefullofpassion.Psychologistsresearchindicatesthatiftheteacherslovethestudentsandhavegoodexpectationsthatwillencouragethestudentsgreatly.Itwouldencouragemoreteacherstogivestudentstrust,thesincererespect,confidenceanddetermination.Theeducator,Skinner,theAmericanpsychologicalexpert,showsthattheawardsmaybeborneinmindthatcannotpunish,refusetoact.TeachersshouldletstudentsknowtheimportanceoflearningEnglish.Inshort,theteachingofEnglishisanart,andinterestandpassionisthecenterofthisart.Itcanopenchildrensmindstorectifythechildrensattentiontowardslearningsothatchildrencanhaveagoodlearningmotivation,andthequalityofforeignlanguageteachingcanbeimproved2.2LackofinterestInteresthere,briefly,whichbelongstoaffection,isrelatedtomotivationandistheimportantsupportofwill.Einsteinsaidinterestistheactiveemotionwhichisthebestteacher.Atpresent,manystudentsdonothaveinterestinEnglishlearning,therefore,theydonothavestrongdesirestoknowledgeandhighconcentrationinclass.Theyseldomtakeanactivepartintheclassroomactivitiesenthusiasticallyiftheydonothavegreatinterestinlearningcontents.Whatsmore,theymayshowviolentresistancetoalltheactivities.Thus,manyprimaryschoolstudentssufferfrombadaffectionintheirEnglishlearningprocess.Someloseinterestinitorevenhateit.Itscommonthatalotofstudentsarepsychologicallyunhealthy.ThepresentcriteriaoncurriculumofEnglishforbasiceducationispromulgatedandputintopractice,aimingatthestudentscomprehensiveandharmoniousdevelopment(Zhu,2001).ButsometeachersdontpayattentiontoarousinganddevelopingthestudentsinterestinEnglishlearning.ThebasiceducationstageinthepresentcriteriaemphasizesthestudentsexamresultsduringEnglishlearningprocess.Studentsaffectioncultivationisnotputatanimportantpositionoftheteachingtarget.Teachersarenotgoodatturningtheteachingfashionfromthetraditionalaccept-patterntoataskbasedpatternandencouragingthestudentstotakeaconcentrativepartinactivitiesandstudyactively.Teachingmaterialisseldomeditedaccordingtothestudentslivingexperienceandinterest,letalonefocusingonthestudentslong-termdevelopmentduringtheirlifetime.2.3Lackofself-confidenceSelf-confidenceisnormallyassumedtohaveaninfluenceonsuccessfullearning(BACyxomjnhcknn).Whenemotionalfactorsareexplicitlydiscussed,thereseemstobeaconsensusthatthegeneralnotionofself-confidencemaybeacrucialfactorinthelearnersabilitytoovercomeoccasionalsetbacksorminormistakesintheprocessoflearningasecondlanguage(Guo，2002).Asself-confidenceissoimportantinEnglishlearning,teachersshouldenhancestudentsdevelopmentinself-confidence.However,intodaysEnglishclass,teachersdonotpaygreatattentiontostudentsself-confidence.Instead,theywantstudentshighgrades.Thus,studentshavedifficultiestoexpressthemselvesinEnglishfreelyfortheyareafraidofmakingmistakes.Andwithoutself-confidence,todaysprimaryschoolstudentstendtounderestimatetheirlearningabilitiesandcanhardlycultivatetheirpositiveemotiontowardsEnglishlearning.Inshort,lackofself-confidenceisapersonaljudgmentofworthlessthatisexpressedintheattitudesthatthestudentsholdtowardsthemselves.Itisanegativeexperiencewhichthestudentsconveytoothersbyverbalreportsandotherexpressivebehavior,whileself-confidenceisthepositiveone.Fromthedefinition,wecanseethatself-confidenceplaysaveryimportantroleinstudentsbehavior.Self-confidencemanifestedinforeignlanguagelearningincludesbothlearnersassessmentsoftheiroveralllinguisticcompetenceandtheirassessmentsofaspecificskill.2.4LackofcooperationCooperativerelationshipreferstotheclassroomclimateinwhichteachersandlearnerssharethesamepurpose,havetheintentiontoincludeeachotherandshowaffectiontoeachother(中国教育部,2003).SoteachersshouldtrytocreatealightandeasyEnglishteamingenvironment.Showconcernforeveryone,especiallythenervousandtheinactive.Butinfact,manyteachersarenotsosensitivetostudentsaffectiveneeds,andtheyarenotsosympathetic,warmandreadytohelptheirstudents,instead,teachersaremorelikelytostimulatestudentsstrongwillofbeingthetopstudents.Insomedegree,thismaywaterthebreedsofbeingselfish,andunwillingtocooperatewitheachother.Intodaysclass,itiscommontoseethatstudentsworkalone,theyareunwillingtosharetheirlearningtipswitheachother.Thismayresultfromteachersfailingofmakingstudentsfeelthattheyareworkingonsomethingtogetherwiththeteacher,nottheteacherisgoingtoteachthemsomethingalone.ItispointedoutinDecisionaboutBasicEducationalReformandDevelopmentoftheStateCouncilthatencouragecooperativestudy,promotemutualexchangeandcommondevelopmentbetweenstudentsandpromoteteachingbenefitingteachersaswellasstudents.PointoutagaininEnglishcoursestandardoffull-timecompulsoryeducation.Advocateteachingmodeoftasktype,letstudentundertheguidanceofteachers,throughperceive,experience,practice,participateinandcooperate,realizingthegoalofthetask,itissuccessfultoexperience.Whathereputforwardisitregardscooperatinginstudyingasabasicemotionalteachingactivity.Itmakesuseofcooperationbetweenthedynamicfactorsofteachingtopromoteandstudy.Itregardsgroupsachievementasthetopcriterion,reachingtheteachinggoaltogether.ChapterThree:SolutionsoftheEmotionalTeachinginPrimarySchoolEnglish3.1StimulatingstudentslearningmotivationTaoXingzhioncesaidthatmotivationisthefactorthataffectstheinitiation,direction,intensity,andpersistenceofbehavior.Teachersmustpaycloseattentiontostudentsexperienceandcreateappropriateconditiontostimulatestudentsmotivationandreachtheclasslearninggoals.Einsteinsaidinterestisthebestteacher.InterestinEnglishisnecessaryforstudents.Agoodteachermustfindsomethinginterestingineverywhereandatalltimesthediversityofteachingmethods.Interestingandmeaningfullearningmaterialscanstimulatestudentsinterestandmotivationinlearning.TV,electronicandmulti-mediateachingcanincreasestudentsinterestinlearning.Furthermore,Englishspeechcompetition,oralcompetitionandotheractivitiesarebeneficialtoincreasestudentsinterest,soteachersshoulddesignandorganizeclassactivitiescarefully.Besides,positiveevaluationthatteachersgivestudentsshouldbesomestimulatingwords,forexample:good,goodjob.Suchencouragingwordsarewarmcurrentthatfilledinstudentspsychologicaldevelopment.Itwillpromotestudentstolearnhardandcontinuouslyimprovelearningefficiency.Indoinggames,ifteachersletstudentsdosimpleperformanceandstudentsperformpoorly,atthistimeteachersshouldseizetheopportunitytosay:itdoesnotmatter.Thinkitover.Whentheyarewrong,theteachersshouldsaywithasmileBecarefully,youwilldoitbetter.OrNevermind,Iamsureyoucandobetternexttime.Thus,theirpotentialwillbetapped,andthiswillenhanceself-esteemandself-confidence.Ifthingsgoonlikethis,theteacherstransfersuchexpectationtostudentsopenlyorcovertly,itwouldcertainlyaffecttheacademicperformanceofstudentsandteachersintheevaluationofstudents.Learningmotivationprovideimpetusanddirectiontolearners.Teachersshouldbegintousewordstoexpresstheemotionalcontentofteaching,andteachersshouldbefullofpassion.Psychologistsresearchindicatesthatiftheteacherslovethestudentsandhavegoodexpectations,itwillencouragethestudentsgreatly.Itwouldencouragemoreteacherstogivestudentstrust,thesincererespect,confidenceanddetermination.ThisiscalledthePymalion.Theeducator,Skinner,theAmericanpsychologicalexpert,showsthattheawardsmaybeborneinmindthatcannotpunish,refusetoact.TeachersshouldletstudentsknowtheimportanceoflearningEnglish.Inshort,theteachingofEnglishisanart,andinterestandpassionisthecenterofthisart.Itcanopenchildrensmindstorectifythechildrensattentiontowardslearningsothatchildrencanhaveagoodlearningmotivation,andthequalityofforeignlanguageteachingcanbeimproved.3.2ExploringstudentslearninggoalsGoalsoflearningEnglisharetocommunicatewithforeignersandknowforeigncultureandhistory.TeachersshouldhelpstudentsknowtheimportanceandvaluesoflearningEnglishinmodernlife.TeacherscanintroducesomeexperiencetoenhancethestatusoflearningEnglishinstudentsheart.Withtheglobalizationofworldeconomy,Englishhasbecomemoreimportantallovertheworld,andeachdaytherearemillionsofpeoplelearningEnglishassecondlanguageinChina.Todayhumanknowledgeofscienceandculturehasgainedanincreasinglyfastpaceandupdating.Inclass,teachercanshowsomepicturesofforeigncountriesandforeignerstoletstudentsknowmoreaboutEnglishcountries.Inaword,letstudentsknowhowimportantEnglishis.Then,studentscantrytheirbesttolearnEnglish.3.3CreatingfriendandharmoniousatmosphereinEnglishEnglishasasecondlanguageislackofcommunicativeenvironmentinChina.ThisrequiresteacherstogivefullscopetotheirexemplaryroleintheclassroomasmuchaspossibletouseEnglish,whichcanbeformedintheclassroomatmosphere.Butevensomesimpleterms,arestilldifficultforbeginners.Therefore,non-verbalcommunicationbecomesanindispensableteachingtechniqueinEnglishteaching.Teachersshouldmakefulluseofsilentlanguages(facialexpressions,bodylanguage,etc.)properly.Throughthis,teacherscaneasilyconveytheirideas.Forexample,teachers:Whocananswerthequestion,please?Putupyourhands.andthenraisetheirhands.Meanwhilecheerfullylookingatthewholeclass,teacherssay:Sayittogether.Non-verbalfactorsintheexpressionsometimesaremorethoroughthanlinguisticfactors,whichplayabettereffectthanMysilenceisbetterthansound.Humancommunicatesemotionspartlythroughtoneofvoiceandbodypostureormovement,butmainlythroughfacialmovementsandexpressions.Thehumanfacecancreatethousandsofdifferentexpressions(Izard,1971).Sotheteachersshouldletstudentsgrasptheopportunitiestospeak,findsomesmoothcommunicativechannels,findagoodrelationshipbetweenteachersandstudents,andcreateharmonious,democratic,unitedatmosphere.Teachersintheclassesshouldnotonlygrasptheteachingpoint,butalsoconcentrateondifficultiesthatmayarise.Teachersshouldknowthedifferencebetweenemotionalteachingandtraditionalteachinginclass.Theformerfocusesonknowledge,skills,theideologicalcontentofthelesson,andthelatterfocusesonexperiences,showingthecontentofthecourse.Teachersandstudentsshouldexchangeconsultationoftheways,timeandplaceofEnglishteaching.CommunicationisthekeyofEnglishlearning,andwhenstudentspracticetheiroralEnglish,theyshouldbebraveenoughtocommunicatewithothers.3.4.MakingeffortstounearththeteachingcontentsDoeverythingpossibletomaketheteachingofEnglishlively.Teachingmaterialsareboundtobeboringtostudents.Itwillaffecttheenthusiasmofstudents.Teachersmustmaketheseteachingmaterialsspecificandvivid.Ithelpstoarousetheinterestandenthusiasmofstudents,deepentheirunderstandingoftheEnglishlanguageknowledge,andimprovetheabilitytoapplyknowledgeofEnglishlanguage.Intheclassroomteaching,teachersshouldusemulti-mediaandothermeansofeducationalsoftwaretocreateapleasantatmosphereforEnglishlearnandcommunication,andencouragestudentstospeakandtakepartEnglishlearningactively.Teachersshouldtakeadvantageofnetworkresourcestodownloadsomepictures,music,historiesandotherinformationaboutthetopic,andgivestudentsavoiceandtimethinkinginEnglishandcommunication.Multimediateachingisnotonlyoneintuitivevisualteachingmethodtogivestudentsaprofoundimpressionthatevokestheirinterests,butalsocanmaketheconceptunderstoodquickly,memorizedfirmly.Andobjectanddrawingareeconomicalandpractical.Thisteachingmethodcouldsignificantlyestablishalinkbetweenlanguageandreality,forexample:pen,book,pencil,ruler,thedirectphysicaldemonstration.Wecanusediverseteachingmethods.Fullyreflectthediversityofteachingmethod,ifsomestudentsaretired.Wecanvarytheteachingcontentsfromlisteningandspeakingtoreadingactivitiestoattractstudents.Instudentsview,theassistanceprovidedbyteacherswillhelpstudentslearnmorerelaxedandstudentswanttohavethenextscheduledclasswiththatteacher.Suchactivitiescancultivateastronginterestintheirlearning.ChapterFour:ConclusionEmotionisatransitory,valuableexperiencethatisfeltwithsomeintensityashappeningtotheself,generatedinpartbyacognitiveappraisalofsituation,andaccompaniedbybothlearnedandinnatephysicalresponse(Bernstein,1997).EmotionalteachinginEnglishisrelatedtothegreateffortsthatteachersmakeinordertoestablishtheharmoniousrelationshipbetweenteachersandstudents.