情绪情感与大学英语教学

情绪情感决定着学生学习的积极性,积极的情绪情感是促进学习的良好心理环境和推动力。大学英语教师在教学过程中要注意培养和激发学生学习的热情及其它良好的情绪和情感。影响大学生的情绪情感因素主要是自我中心因素、焦虑态度和学习动机。克服、控制情感障碍,就要帮助学生树立远景性学习动机,激发学生的求知欲,灵活运用教学方法,提供学习策略,增强学生学习语言的信心,建立和谐的师生关系,营造民主、愉悦轻松的课堂教学环境。     

情智教育：我们的办学主张与追求

作为一种成熟的办学主张和理念。情智教育深刻体现在学校发展目标与远景规划、学校课程设计及学校文化建设等方面,更是全体师生员工的一种主观见之于实践的不懈追求。     

基于网络教育文化的网络英语教学情感研究

从网络英语教育迅猛发展背景下的情感需求和网络教育文化内涵切入,阐述情感在网络英语教学中的作用与影响,提出基于网络教育文化的英语教学情感研究的三个主要内容：网络英语教学环境的人性化设计、网络环境下英语教学的情感设计、网络英语教学中的跨文化情感元素的融入。     

鲁迅杂文艺术略论

鲁迅杂文具有爱憎分明的政治情感,不可辩驳的逻辑力量,生动形象的艺术表现力和犀利深刻、诙谐幽默、新鲜奇崛、善于独创的语言魅力。读鲁迅的杂文,使我们终生受益。     

语文教师——课堂上的语言艺术家

语文教师的教学语言优劣不仅反映教师的专业素养高低,对学生的影响也是潜移默化的。一个优秀的语文教师能够通过精心设计的教学语言,帮助学生迅速走进文本,深入理解文本,激发学生对语言文字的热爱。教师的语言应具备幽默风趣、表达准确、以情动人等特点,同时,教师还应采用科学的训练方法提高自己的课堂教学语言。     

李商隐无题诗的情感品质及悲剧色彩

李商隐的《无题》诗,是他别具一格的独特创造。由于其诗意婉转、扑朔迷离,再加上诗人自己曾说"楚雨含情皆有托",因而历来研究者对其创作旨意看法不一。文章拟就诗中的情感品质及格调谈些粗浅的看法。     

生命长河的礼赞——《梦萦故乡那条河》审美意识初探

《梦萦故乡那条河》给我们展现出气势恢宏而又惊心动魄的移民史诗,用鲜活的人物形象、感人至深的语言、诚挚浓烈的情感热情歌颂了汉水库区群众及干部在调水工程中做出的重大贡献和付出的巨大牺牲,凸显出独到的审美意蕴和迷人的艺术魅力。     

Getting emotional: a critical evaluation of recent trends in the development of school leaders

Emotion is a growing focus for contemporary thinking about leadership in public policy and corporate arenas. In British education systems, three imperatives are evident: the idea that transformation is essential; leadership succession in crisis; and, more recently, that leaders must be able to run organisations that address the emotional well-being of staff and students. Viewed as a key outcome of schooling, its importance is mirrored in school leadership, especially professional development. This article considers whether this represents a step-change in leadership development praxis or is, instead, an invasive form of emotional engineering redolent of long-established orthodoxies of control and domination. If so, it is argued, leadership development as the advocacy of emotional acumen presents moral technology as a new form for intervening in leaders' emotional selves, thereby distracting them from addressing fundamental aspects of education for which they are primarily responsible.     

Peer relations and emotion regulation of children with emotional and behavioural difficulties with and without a developmental disorder

Children with emotional and behavioural difficulties (EBD) and those who also have developmental disorders, such as attention deficit hyperactivity disorder (ADHD) or autism spectrum disorder (ASD), can experience the same adverse consequences in their peer interactions and relationships. This present study compared the emotion regulation and peer relationships of children aged 8–12 years (M = 9.86 years, SD = 1.49) with EBD (N = 33) and children with EBD plus a diagnosed developmental disorder (N = 28). Multivariate analysis of variance (MANOVA) with Bonferroni adjusted alpha levels revealed no significant main effect for emotion regulation according to EBD status. There was, however, a multivariate main effect for sex, with females presenting with higher levels of negative emotional intensity (e.g., frustration, anger, aggression) than males. A second MANOVA revealed no significant main effect for peer relationships according to EBD status and sex. Significant correlations revealed that the EBD-only group experienced greater adverse peer interactions than the EBD-plus-developmental disorder group. These findings are important for educators and researchers involved in the development and evaluation of prevention and intervention programms for children with EBD.     

简论说服方式与说服艺术

说服主要应运用好认知说服、情感说服和榜样说服三种方式。首先要注意认知说服,重视理胜,并找到接受的适度点、最佳时机和接受说服的适合人选,提高说理效果。其次要利用情感说服,既要注意围绕职工合理需要的正向情感激发,也要充分发挥负面情感刺激的反向转化作用。再次,要充分发挥榜样的行为意向引导功能和行为动力激发功能,注意榜样行为引导和榜样的树立,并进行榜样认知的引导。