英语教学法方向毕业论文.doc

完整 英语教学法方向毕业论文

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摘 要
为了激发学生学习兴趣和提高英语教学效果，调节课堂气氛和平衡学生日常心理状态显得越发必要，情感教育作为素质教育的重要组成部分在教育改革中受到越来越多的重视。教师不但要开发学生的智力因素，还要开发他们的非智力因素，即情感因素。教育实践证明，注意情感因素可以激活学生潜在的学习动机，变被动为主动，变自卑为自信，大大提高学习效果。随着教学改革的深入，学生素质的提高，情感因素在英语教学中愈发重要了。
本文首先介绍了情感在英语教学中运用的理论基础和作用，然后说明了情感对学习和记忆的影响,进而通过事例提出了一些可行性的建议：教师应反省自己的教学行为来提高自身素质，同时组织人文主义活动，把教学内容中所蕴含的情感与学生日常生活实际联系起来；学生应该把自主学习与合作学习相结合，进而推进素质教育。

关键词：英语教学；情感；情感因素；教学效果
 
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