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影响教学效果的因素很多,但其中最容易让人们忽视的恐怕就是情感的因素。中国古代两千多年前,先秦时期的墨家就明确提出了情感的动力功能问题。快乐、兴趣、喜悦之类的积极情绪有助于促进认知过程巩固认知过程,起到推波助澜的作用。“当我们情绪快乐时,思维会变得格外灵活,敏捷,头脑显得尤其清醒,明晰,分析判断也易于正确。”如何充分利用这些因素,激发学生的兴趣,进行情感教学,让学生快乐地学习,值得我们研究。
Many factors affect the teaching effectiveness, but most of them are probably the most easily overlooked factors of emotion. More than two thousand years ago in ancient China, the Mohist School in the pre-Qin period explicitly raised the motive force function of emotion. Positive emotions such as happiness, interest, delight, etc. help to promote the cognitive process to reinforce the cognitive process, playing a role in fueling the situation. “When we are happy, the thinking becomes more flexible and agile, the mind is more clear-headed, clear, and the judgment is also easy to correct.” How to make full use of these factors to stimulate students’ interest, make emotional teaching and make students happy Learning, it is worth our study.