Decorative pictures and emotional design in multimedia learning

Recent studies have shown that the positive emotional design of learning environments might foster learning performance. In contrast, the seductive detail effect postulates that additional, learning irrelevant details inhibit learning. This research focusses on the implementation of decorative pictures as a prime for emotions and context-relatedness. This study examines four groups of decorative pictures which might be conducive for learning. Eighty-two students were randomly assigned to one cell of a 2 (emotionally positive vs. emotionally negative pictures) × 2 (school context vs. leisure context pictures) between-subjects, factorial design. The dimensions of pleasure, arousal, and dominance are examined as possible mediators. Results show that either positively valenced pictures or learning pictures foster retention and transfer performance. Pleasure is identified as mediator of the effect between valence of pictures and learning performance. A further analysis shows differences for arousal and dominance for both factors. These results are interpreted with concepts like motivated attention and other arousal theories.     

Teachers’ perspective on upward evaluation in basic education departments in Metro Manila

Evaluation is essential in assessing different areas of performance especially in educational institutions. Conversely, upward evaluation is emerging in the Philippine educational institutions. However, issues concerning upward evaluations hinder its regular implementation. This study ascertained the impact between and among instructional supervisory behavior, teachers’ trust to instructional supervisors, teachers’ emotional exhaustion, need to evaluate and teachers’ want to have an upward evaluation. This also found teachers’ viewpoint of a bottom-up design of evaluation. With 278 teacher respondents, the multi-aspect survey questionnaires were utilized. This study employed structural equation modelling. Path analysis was also conducted to examine simultaneous relationships and direct effect among latent variables at 0.05 level of significance. This study provides implications to implementation of evaluations in educational institutions.     

英语教学中的情感穿透

情感是人对于客观现实的态度体验,影响着学生的智力发展和认知过程。英语教学不仅是教授一门语言听、说、读、写、译的技能而且同时还是对说英语国家文化的一种传递。因此英语学习除了感觉和知觉、记忆、想象和思维等认知过程外,还包括动机、兴趣、情感、意志、性格等情感因素。在教学中实施情感教学应转变教师观念,建立和谐平等的师生关系,培养和激发学生语言学习的动机,要创设情景,组织教学,恰当运用体态语言,用教师的人格魅力感染学生。     

在初中语文教学中注重学生综合能力的培养

现实生活中,有的人出口成章,妙语连珠,能随口说出文学作品中的经典语;有的人运用谐音、双关的修辞语言,让人回味无穷;有的人说出来的话语通俗易懂……真正的语言艺术是社会历史发展的产物,也是劳动人民智慧的结晶。因此,培养学生的语言表达能力,是语文教学最根本的使命。     

试论《数学课程标准》情感目标的贯彻

基础教育《数学课程标准》中的情感目标如何贯彻落实到数学教学中，是目前基础教育改革必须要下工夫的一个实际问题．针对当前的数学教学实际，本文从三方面进行了探讨．     

排球垫球技术情感目标教学的实验研究

文章以体育教育专业学生为研究对象,以情感目标为施加因素,对排球垫球技术教学做了实验研究．实验结果表明,实验组运动技能和情感内化程度两项指标均超过对照组,教学效果优于传统的常规教学．     

Committed for life? Variations in teachers’ work, lives and effectiveness

This paper is based upon a unique mixed methods 4-year research project which focused upon the variations in teachers’ work, lives, and effectiveness of 300 elementary and secondary school teachers in a range of 100 schools across seven regions of England. Its findings challenge linear conceptions of teacher development and expertise and provide new understandings of the effects of personal, school and broader policy contexts upon professional life phase trajectories and teachers’ emotional identities. It finds connections between these and teachers’ commitment, resilience, and effectiveness. This paper discusses these in relation to the school standards and teacher retention agendas.

Discursive practices, genealogies, and emotional rules: A poststructuralist view on emotion and identity in teaching

This paper invokes a poststructuralist lens—and, in particular, Foucauldian ideas—in conceptualizing teacher emotions as discursive practices. It is also argued that within this theoretical framework, teacher identity is theorized as constantly becoming in a context embedded in power relations, ideology, and culture. In terms of the methodology used when studying teacher identity and emotion through this lens, it is shown that long-term ethnographic investigations offer important advantages. This is shown through an ethnographic study of the emotions of teaching with one teacher over three years (1997–1999) and a semester long follow-up study with the same teacher four years later (spring 2003). The contribution of this study in what is presently known about teacher emotions in educational settings consists in the following three ideas: first, that emotional rules in teaching are historically contingent; second, that a teacher plays a part in her own emotional control; and third, that a teacher's identity is constituted in relation to the emotional rules in the context in which she/he teaches. The contribution of a poststructuralist perspective in research on teacher emotion is discussed and analyzed.     

Parental abusive versus supportive behaviors and their relation to hostility and aggression in young adults

The relation of parental support to abuse has rarely been considered in research on the sequelae of childhood abuse in adulthood. In this study, using the Exposure to Abusive and Supportive Environments Parenting Inventory (EASE-PI), young adults who reported higher emotionally abusive parenting (EA) consistently reported significantly lower love and support from both parents. The relation between physically abusive parenting (PA) and love/support depended upon gender of parent and child. EA was significantly related to higher hostility and higher aggression, as measured by the Buss-Durkee Hostility Inventory, for both men and women, and to reports of physical fights within the family, for women only. PA was significantly related to higher aggression but not higher hostility. Lower support by fathers, but not by mothers, was significantly related to higher hostility. However, lower support of daughters by mothers was significantly related to increased physical fights in the family. Results indicate that less severe abusive behaviors, especially EA, may have detrimental outcomes of hostility and aggression and that supportive behaviors by both mothers and fathers may be important factors in the outcome.     

论情感因素在大学英语教学中的作用

要提高外语教学效果，首先就要消除学生学习的情感障碍，其关键就在于创造和谐的教学氛围和发挥教师在学生情感因素中的主导作用。