情感英语教学的意义与实施

外语教学既是一个认知过程,又是一个情感过程,两者是相互联系、相互作用、相互制约、不可分割的统一体.学习者的情感状态直接影响学习行为和学习效果.情感教育对于人的全面发展起着重要作用,在外语教学中的地位日益凸显,受到外语教育教学界的重视.本文探讨了情感自身的功能在英语教学中的价值,对学生和教学的影响及如何在课堂上实施情感英语教学,以期通过情感教学培养学生健全的人格和情感素质,实现师生共同参与以及和谐发展.     

情感因素与大学英语教学

外语教学既是一个认知过程,也是一个情感过程。两者是一个相互联系、相互作用、相互制约的统一体。而现阶段,造成我国大学英语课堂语言学习令人担忧局面的真正原因在于,过于重视认知因素而忽视学生的情感因素。从心理学的情感角度出发,旨在阐述师生情感因素对大学英语教学的影响及课堂实施策略。     

情感教育在中学英语教学中的实施策略

情感教育是素质教育的目标之一,其在外语教学过程中也起着重要的作用。中学外语教学应该充分认识到情感教育在外语教学过程中的影响。把情感渗透到中学,让情感教学渗透到英语课堂教学。以增加学生学习英语的兴趣和自信,建立和谐师生关系,从而达到最佳教学效果。     

多媒体外语教学中情感因素的缺失与复归

基于建构主义理论的多媒体外语教学愈来愈注重学习者的主体作用,教师如何做好学习者意义构建过程中"帮助者、促进者"的角色变得尤为重要。随着人本主义心理学的发展,教育中的情感因素越来越为人们所重视。本文分析了多媒体外语教学情感因素缺失的现象,发掘教师如何在利用多媒体进行课堂教学过程中激发学习者的学习动机,降低情感过滤,更好地激发学习者的学习兴趣和潜力。     

大学英语教学中情感因素的研究

情感是教师与学生思想交流和语言交流的纽带。教学活动是一种知情交融的复杂活动,情感是教学活动中的一个关键性的教学因素。外语教学要取得成功就必须重视情感因素在教学中的作用。教师如果正确把握情感教育,既可以帮助学生塑造良好的品行,也能激发学生的学习兴趣,从而达到良好的教学效果。     

高校外语教学中的情感教育

教学是一种认知过程,也是一种情感过程。当今世界经济飞速发展,国际交流的深化对各类人才的外语综合应用能力提出了更高的要求。在这种新形势下,改革高校外语教学,提升高校外语教学质量显得尤为重要。鉴于情感教育及因素在外语教学中具有重要的作用,本文探讨如何运用情感教育促进外语教学,提升外语教学质量。     

英语教学中情感教育的运用

情感沟通是人与人相互交流时的态度和心情。恰当的在英语教学中运用情感教育来拉近教师和学生之间的距离是一个教育工作者必备的素质之一。现在的英语教学往往存在着重视认知而忽视与学生的情感沟通的弊端,教师授课结束后一走了之,这不仅影响英语教学质量,而且也制约了学生情感的健康发展。教学过程不仅仅是信息交流的过程,也是情感交流的过程。笔者在十余年的教学过程中认识到正确运用情感教育对英语教学质量能起到事半功倍的作用。     

浅谈外语教与学过程中的情感策略

在传统的外语教学中,教师们一般只强调认知因素和智力因素对外语学习的重要作用,却往往忽视非智力因素（尤其是情感因素）的潜在影响及作用,这一现象使外语学习过程中出现了严重的“情感空白”。本文从外语教学现状入手,讨论了外语教与学过程中重视情感因素的重要性以及如何培养学习者在学习过程中的积极情感因素。     

浅谈小学音乐欣赏教学中的情感体验与情感再教育

音乐欣赏教学中的情感体验与情感再教育在课程改革中占据重要地位。教师可用身体动作唤醒儿童的音乐情感,选用多种形式体验音采,如让音乐欣赏与动作有机结合、音乐欣赏与‘图谱相互交融、音乐欣赏中打击乐器衬与托等方式在体验音乐的过程中对学生的情感进行再教育,使学生情感产生拓展和升华。     

教师期望的心理效应在外语教学中的影响

教育中的情感因素日益受到一线教师和教育科学研究者的广泛关注.情感因素对外语教学具有重大的影响.教师期望通过介入语言学习中的情感因素,导致不同的学习行为和学习效果,基于此教师应主动进行个人反思.     

关系的视角：片面应试体制下学生的地位分化——一项微观社会学的研究

利益关系和亲密关系是在片面应试体制下导致学生地位分化的两股主要力量.在利益关系驱动下,教师的教学内容会围绕学校设置的升学“目标线”来组织.只有学习成绩在“目标线”附近的学生,在教学中才可能获得更多对自己有用的信息,因而,“片面应试”体制下的课堂教学并非都是“陪优生读书”,优生也可能沦为其他学生的陪读.而在素密关系驱动下,优生比差生能够获得更多的课外答疑和辅导机会.利益关系和亲密关系组成一种交错格局,往往导致同一个学生在课堂内外有着不同的地位.     

网络教育中的情感缺失与反思

相对传统教育而言,网络教育为学生提供了丰富的信息资源,学生可以随时享受到文化与知识的盛宴,但却可能导致学习研究过程中的情感体验的缺失。网络教育并不能很好地适合所有领域的学习。我们应充分利用现有的各种教学资源,加强网络教育中实施情感关怀的力度。     

汉语国际推广教育中的情感问题——以西澳大学孔子学院为个案的研究

中国对外汉语教学正处于从普通外国语言教育向汉语国际推广教育的转型过程。在这个过程中,重视汉语国际推广教育中出现的情感问题显得越来越重要。文章以浙江大学的合作伙伴澳大利亚西澳大学孔子学院的汉语教学实践为个案研究,从课堂教育中情感表现的三个方面对汉语国际推广教育过程中出现的情感问题进行分析,从保护学习者良好的汉语学习动机、降低课堂学习中的焦虑和抑制以及培养跨文化意识等情感问题出发,探讨相应的汉语教学策略和方法。     

试论英语教学中情感教学的原则和策略

情感缺失问题是我们外语素质教育中亟需解决的问题。本分析了焦虑、动机、态度、自尊等四种影响外语学习的情感因素，提出了英语教学中实施情感教学的三项原则和三种教学基本策略。     

Thinking beyond student resistance: a difficult assemblage in teacher education

This paper draws on feminist new materialist, poststructuralist and post-human theories to rethink discomforting moments when engaging with sensitive topics in teacher education. It is argued that the common approach to such events – as instances of student resistance or pedagogical failures – is both simplistic and problematic, and that a more holistic and in-depth approach is needed. Inspired by Deleuze and Guattari’s ideas of assemblage and affect, our aim here is to re-theorise an instance of such an event in an attempt to make visible how place, space, objects, emotion, affect and history entangle in predictable and unpredictable ways in teacher education. The aims of the paper are to propose new ways of engaging with discomfort in teacher education and, secondly, to introduce post-human approaches in the field of teacher education, where they are underrepresented.     

The Philosophy of the Subject: back to the future

Prompted by what is seen as a missing analysis in the discussions about passion and affect in education, this essay attempts to clarify and provide a context for understanding the contribution of Foucault in the discourse of passion. In particular, the author traces the politics of passion in Foucault's work. A ‘politics of passion’ is the analysis that challenges the cultural and historical emotional rules with respect to what passion is, how it is expressed, who gets to express it and under what circumstances. It is argued that a discussion of Foucault's ideas on passion provides a way of sharpening and clarifying his politics on affect, particularly what is relevant to individual and collective emotional control in education.     

The smiling philosopher: Emotional labor,gender, and harassment in conference spaces

Abstract

Conference environments enable diverse roles for academics. However, conferences are hardly entered into by participants as equals. Academics enter into and experience professional environments differently according to culture, gender, race, ethnicity, class, and more. This paper considers from a philosophical perspective entering and initiating culturally into academic conferences as a woman. It discusses theories of gender and emotional labor and emotional management, focusing on Arlie Hochschild’s foundational work, and affect in gendered social relations, considering Sara Ahmed’s theorization of the feminist killjoy and the affect alien. It applies these lenses to explore problematic experiences of women initiates at conferences. The paper proceeds with a theoretical discussion of gender, emotional labor, and affect. Then the paper discusses women academics’ experiences generally and at conferences, including educational research conferences, with reference to relevant higher education research as well as anecdotal evidence, relating these experiences to the theories. It thus aims to tie together theoretical insights, higher education scholarship, and ordinary real-life experiences of gendered social relations in conference activities.     

Moments of Intensity: Affect and the Making and Teaching of Art

Affect often arises unexpectedly within the process of making art (along with other creative activities). In this article I argue for affect as a necessary and constructive dynamic within educational processes specifically for art and design. After a consideration of its recent neglect within art education, I revisit the notion of affect with reference to a number of thinkers who provide different perspectives, but particularly through the lens of the US psychologist Silvan Tomkins. Through him and others I seek to understand how affect can be recognised and cultivated in pedagogic situations. I do so by reflecting on the making and teaching experiences of students following an MA in Art and Design in Education and a practice‐based PhD, as witnessed by me (supervisor/co‐tutor), as recounted by students and as discussed in post‐event conversation/semi‐structured interviews.     

大学生的情感状况研究

本研究的主要目的是：对大学生的情感状况进行描述统计分析。主要测量工具为Bradburn的《正性情感量表和负性情感量表》。被试取自北京市三所高校的一至三年级大学生，共788人。结果显示：报告正性情感的大学生人数高于报告负性情感的人数。性别，年级及学科均不影响大学生的情感状况。     

Children´s play and affective development: affect,school adjustment and learning in preschoolers / El juego infantil y el desarrollo afectivo: afecto,ajuste escolar y aprendizaje en la etapa preescolar

Preschool education is a privileged setting where social development and the progressive achievement of emotional adjustment occur. During this stage, affect plays an important role in social interaction. Furthermore, children’s play has been described as an activity with a great potential for promoting development. This article reports results from the systematic observation of 38 five- to six-year-old children in four different school activities on two separate occasions. A total number of 304 registries, totalling 1,520 minutes, were made during the observations, which were conducted with the objective of comparing affective expression in different activities and inquiring into its relationship to school adjustment and performance in preschoolers. It was found that affect’s intensity and quality is higher during play. Results are discussed taking into account positive relationships between affect and school adjustment and performance, concluding that children’s play is a privileged activity for affective development and should be promoted in preschool education.