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在物理教育教学实践过程中,我们作为一线教师常见到这样的现象:有些专业知识很强的教师在实际教学中教学效果却表现平平,并不出色,而有些看起来并不突出的教师却有很出乎意料的表现,以及在对待同样的教学案例所表现的不同精神状态和情绪表现。其实,这些问题的答案都与一个至关重要的非智商因素有关,那就是近些年来新提出的教育理念——情感智商的作用。一、情感智商的概念及其作用情感智商(Emotionnal Quotient)简称EQ,是与智商(Intelligence
In the practice of teaching physics education, we as a front-line teachers often see such phenomenon: some teachers with very good professional knowledge in the actual teaching teaching performance is mediocre, not good, but some teachers do not seem prominent Very unexpected performance, and different mental states and mood manifestations in the same teaching cases. In fact, the answers to these questions are all related to a crucial non-intelligence factor, that is, the educational concept newly proposed in recent years - the role of emotional intelligence. First, the concept of emotional intelligence and its role Emotional intelligence (Emotionnal Quotient) referred to as EQ, and intelligence (Intelligence