大学英语课堂中的师生情感互动

论文摘要

传统的大学英语课堂教学中往往只重视知识的传授而忽视师生情感互动。其实情感在大学英语教学中是起着重要的作用的。如果情感因素在英语课堂中被善加利用,一种师生情感互动的模式便在教师的教与学生的学当中产生了。为了证实师生情感互动在提高教学效果方面的作用,本文对以往关于此课题的有限的研究资料做一梳理,树立了师生情感互动应该融于大学英语课堂教学的理论基础。并在作者多年实践经验的基础之上提出了一些促进师生情感交流的技巧。这些技巧的效果在作者对新生的课堂试验效果和问卷调查中得到了验证。本研究表明,师生情感互动确实有利于提高大学英语课堂的教学效果,并且在提高学生的交流能力、创造力、课堂责任感、以及自主学习方面都有效果。探析大学英语课堂中师生情感互动的形成,对于教师主动地调控自身及学生的情感,并形成良好心理互动的循环,对提高教学质量具有重要意义。

论文目录

• Acknowledgements
• 摘要
• Abstract
• Chapter 1 Introduction
• Chapter 2 Theoretical support
• 2.1.A ffective features of students at collegiate level
• 2.2.R easons for advocating teacher-student affective interaction
• 2.2.1.A meliorating classroom climate
• 2.2.2.Increasing students’self-esteem
• 2.2.3 Reducing debilitating anxiety
• 2.2.4 Lowering inhibition
• 2.2.5 Promoting empathy
• Chapter 3 Methodology
• 3.1 Main strategies for facilitating teacher-student affective interacion
• 3.1.1 Adopt a positive attitude when giving classes
• 3.1.2 Grant more attention to students’group dynamics
• 3.1.3 Avoid interruption and no-comment appraisal to students’answers
• 3.1.4 Involve students in classroom decision-making
• 3.1.5 Give frequent praises to students
• 3.2 An illustration: teaching cases in the author’s classes
• 3.2.1 TSAI tryouts and comparisons on individuals
• 3.2.2 TSAI tryouts in classes and a questionnaire
• 3.3 More points for attention and teaching tips in the TSAI teaching mode
• 3.3.1 Evenly distributing affective interaction
• 3.3.2 Allowing time for students’preparation
• 3.3.3 Circulating when giving lectures
• 3.3.4 Allowing writing in group discussions
• 3.3.5 Equiping audience students with learning tasks
• 3.3.6 Calling on deskmates at once to give answers if necessary
• Chapter 4 Findings
• 4.1 Benefits of teacher-student affective interacion
• 4.1.1 Improving classroom teaching and learning effect
• 4.1.2 Long-term embranchment benefits
• 4.1.2.1 Promoting students’ consciousness to give and treasure recognition
• 4.1.2.2 Fostering students’ communication ability
• 4.1.2.3 Nurturing students’ sense of classroom responsibility
• 4.1.2.4 Fostering students’ creativity
• 4.1.2.5 Facilitating the development of students’ autonomy
• 4.2 Features of teacher-student affective interaction
• 4.2.1 Mutual influence between teacher and students
• 4.2.2 Teacher’s self-control of emotion
• 4.2.3 Positive interdependence between teacher and students
• Chapter 5 Implications
• Notes
• References