高职院校英语情感教学的研究

论文摘要

长期以来,许多外语教学人士过多的重视认知因素而忽视了情感因素在外语教学中的作用。不少英语教师重视知识的本位价值和实用价值,其教学目标只限定在知识的掌握和运用上,教师的教学过程往往只注重学生认知系统的活动,而忽略了教学中情感的调动和情操的陶冶。众所周知,教学活动是师生的双边活动。作为教师只注重自身的业务水平和授课内容,而缺乏对学生换位思考的意识,很少去观察学生的情感体验,教师与学生之间仿佛有堵无形的墙,情感得不到沟通,教学效果的实质就很难得到体现。大量研究证明,学习者的情感因素在英语学习中起着重要作用。重视情感因素在教与学过程中的影响和作用,可以提高学生学习的效率。同时,在教育中对学习者情感因素的重视,也是全面教育学生,促进他们身心健康发展的一个重要方面。而如何激发高职院校学生英语学习中的积极情感因素,促进教改的深入发展,充分挖掘情感研究的理论价值和实践价值,就成为情感研究关注的又一个重点。本文以国内外相关研究为基础,以情感理论、教育学和教育心理学为理论借鉴,采用问卷调查、访谈和观察的方法,对青岛地区四所高职院校的215名学生的情感现状进行实证考察,发现高职学生在英语学习中普遍存在情感问题,而且英语水平高的学生情感问题较少,英语水平低的学生情感问题较严重。本文作者针对当前高职学生情感现状,提出了克服情感问题的对策。本文中,笔者将从情感的内涵及其与教学的关系入手,分析高职院校英语教学中实施情感教学的重要性,并针对高职学生的“知”“情”特点,提出了增进师生情感、改进教学思路的一些建议。

论文目录

• 中文摘要
• Abstract
• Introduction
• Ⅰ.Implication of affection
• 1.1 The implication,characteristics and functions of affection
• 1.2 Affective factors influencing language learning
• 1.2.1 Attitude
• 1.2.2 Motivation
• 1.2.3 Self-confidence
• 1.2.4 Anxiety
• 1.2.5 Self-esteem
• 1.2.6 Empathy
• 1.2.7 Classroom transactions
• 1.2.8 Cross-cultural processes
• Ⅱ.Implication of affective teaching and its importance in teaching
• 2.1 The implication of affective teaching
• 2.2 The guiding ideology of affective teaching
• 2.2.1 Guiding Principles in the field of education
• 2.2.2 Guiding principles in the field of educational psychology
• 2.3.Various emotions in teaching
• 2.3.1 Emotions in the teaching materials
• 2.3.2.Teachers' emotions
• 2.3.3.Students' emotions
• 2.4.The significance of affective teaching
• 2.4.1 Affective factors can help students enhance the memory of learning materials
• 2.4.2 Affective factors can help students stir up learning motivation
• 2.4.3 Affective factors can give impetus to students to actively participate in learning activities
• 2.4.4 Affective factors can modulate students' learning activity
• 2.4.5 Affective factors can improve students' receptivity
• 2.5 The relationship between affective factors and foreign language learning
• 2.5.1 Krashen's Monitor Models
• 2.5.1.1 The Input Hypothesis
• 2.5.1.2 The Affective Filter Hypothesis
• 2.5.2 The relationship between affective factors and foreign language learning
• Ⅲ.Vocational College students' affective status in English learning
• 3.1 Purpose
• 3.2 Subjects
• 3.3 The Methods of the Survey
• 3.4 The Design of the Questionnaire
• 3.5 Important data from the survey
• 3.6 Reasons for the major problems found in the survey
• 3.7 Discussion about the survey
• Ⅳ.Some strategies in affective teaching of English in vocational colleges
• 4.1 Fostering,arousing and protecting students' interest to facilitate affective teaching
• 4.2 Analyzing students' motivation in learning to stir up their hunger for knowledge
• 4.3 Reducing students' anxiety,strengthening their self-confidence and cultivating students' positive attitude
• 4.4 Establishing a harmonious relationship between teachers and students so as to create a free and equal environment
• 4.5 Analyzing students' cognitive and affective characteristics to help students forge a solid foundation for language use
• 4.6 Imparting affections into the teaching materials to meet the students' needs for seeking knowledge
• 4.7 Taking appropriate language teaching methods to optimize college English teaching effects
• Ⅴ.Conclusion
• 5.1 Main findings
• 5.2 Limitations and suggestions for further exploration
• Bibliography
• Appendix
• Acknowledgement
• 个人简历、在学期间发表的学术论文与研究成果