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作为一个教师,我常常思考这样一些问题:为什么有些教师走进教室时学生总有一种热切的期待?为什么有些教师并未让学生加班加点,也不搞“题海战术”,但学生成绩仍能不断提高?为什么有些教师即使接的是“差班”,但不久这个班的成绩就会赶上甚至超过其他班?经过调查,我发现,这些教师有一个共同点——他们在教学中十分注意发挥情感的多种功能的作用。情感理论告诉我们,情感与认知是相互影响的。教学不仅是一个认识过程,而且是一个情感意志的活动过程。情感是非智力因素的核心,它对动机、兴趣、意志等因素不仅起着调节作用,而且能促进智力因素
As a teacher, I often think about the following questions: Why do some teachers always have a keen expectation when they come into the classroom? Why do some teachers do not let students work overtime and do not engage in “sea tactics?” Why do some teachers even take the “poor class”, but soon the class will catch up with or even exceed the performance of other classes? After investigation, I found that these teachers have one thing in common - they pay great attention in teaching Play a variety of emotional functions. Emotional theory tells us that emotion and cognition are mutually influential. Teaching is not only a cognitive process, but also an emotional process of the activities. Emotions are the core of non-intellectual factors, which not only play a regulatory role in motivation, interest, will and other factors, but also promote intellectual factors