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毕业论文（设计）文献综述一、国内外现状传统的教学方式一直是以教师为主导地位的教学，教师讲，学生听，教学模式古板，教学方法落后，师生之间互动很少。
随着新教育体制尊重学生主体地位的提出，倡导课堂上要让学生多发言、多参与，不少学者就做了有关学生学习积极性调动方面的研究。
他们认为积极性是一种主观意识，是个体主动地根据自己的意愿，自己制定的目标而行动，而不是依靠外力推动的行为品质。
黄甫全在《小学教育学》中提到当代的心理研究表明，中小学生具备着一种特殊的、丰富的、可贵的人格特质和情感体验，有着与成人不同的思考方式。
而这种人格特质和情感体验让他们感觉到了自己存在的意义和价值加上与生俱来的好奇心和求知欲让他们具备了发展的潜能，这种潜能使得他们具有了发展的主动性和能动性（2007：69）。
心理专家扬霞在《让孩子学习上瘾的10个法则》中指出，孩子的学习自觉性并不是天生就有的，而是需要后天慢慢培养的，首先要有兴趣和动机（2006：29）。
在学生的学习过程中，与他们关系最紧密的就是教师。
教师在课堂上扮演着多种角色，他们是课堂的组织者，知识的传播者，同时还是学生的辅导员。
除此之外还要充当多种配角。
因此，教师能否将这些角色扮演好直接关系到学生学习的积极性。
我国学者陈琦、刘儒德等人在《当代教育心理学》中就指出教师课堂教学的新颖性、启发性还有灵活性能够调动学生的积极性，同时，他们也提出学习兴趣是学习动机中最活跃的心理成分（2007：233）。
当今，社会教学的主要组织模式仍然是课堂，课堂是完成教学任务和学生学习的主要环境，课堂也是学生与老师接触最多的时候。
因而，课堂对学生的意义非常重大。
但我们都知道一节课的时间是短暂的，那么如何在这短短的时间里调动起学生学习的积极性，让学生较好的完成学习任务就有必要对课堂进行了深入的探讨。
Thomas S.C. Farrell在《Reflecting on Classroom Communication in Asia》中就对课堂的交流模式以及如何促进更有效的交流等方面做了研究。
情感教育在英语教学中的实施摘要：在教学过程中，情感教育的实施能够完善教学目标，增强教学效果。
本文结合笔者的教学实践对情感教育在英语教学中的实施进行了论述。
关键词：情感教育；师生关系；爱心；生活实际作者简介：沈宏勤，任教于河南省商丘市第十七中学。
影响教学质量的各种因素很多，通过十余年的教学摸索，笔者逐渐认为到：英语教学作为语言教学的一个过程，同时也是一个情感交流的过程。
教学中如果正确把握情感教育，既可以帮助塑造学生良好的品行，也能激发学生的学习兴趣，从而提高教学质量。
笔者通过情感教学，常能起到事半功倍的效果。
所谓情感教学从根本含义上说就是指教师在教学过程中，在充分考虑认知因素的同时充分发挥情感因素的积极作用，以完善教学目标，增强教学效果的教学，从而使认知因素和情感因素得到和谐的统一。
一、沟通情感教育的通行证--平等尊重现代教育提出教师是教学这个共同体中的首席，这就是说教师和学生是平等的关系，再不是以前的教师高高在上，而是要能够轻松地调动学生的兴趣，让他们积极主动地运用所学英语知识在创设的语境中参与自由交流，要向朋友一样平等对待他们，在课堂上教师既是良好的引导者，又是一个热心的、耐心的听众，还应该是一个谈得来的朋友。
良好的教学过程是师生相互沟通、相互交流从而增强师生情感交融，促进学生学习能力提高的过程。
教学中应树立民主平等的师生关系，创造和谐轻松的学习氛围，使学生对教师产生信任感、亲近感产、亲切感。
教师可轻松愉快地通过英语教学上的艺术性、形象性、趣味性揭示英语教材本身的魅力，达到调动学生的积极性和主动性。
在生活中，人们都很注重“第一印象”，其实，无论是对人还是对于学习，“第一印象”都非常关键。
开学伊始，学生对于教师、课程都很陌生。
笔者通过与学生亲切、平等的交流，取得了“双丰收”。
在开学最初，笔者先教学生一些简单的日常用语，如见面、道别、致谢、道歉、家庭成员的称谓、时间、年龄、性别等。
鼓励他们在适时、适当地使用这些用语，甚至当学生半中文、半英语夹杂着与笔者对话时，笔者也非常有耐心地与他们交流，消除他们对学习英语的恐惧感，打消他们的顾虑，让学生们感觉笔者与他们是平等的伙伴，而不是高高在上的“老师”，所以很快这些学生就对英语学习产生了浓厚的兴趣。
关于英语教学的文献综述范文The field of English language teaching (ELT) has been a subject of extensive research and scholarly discourse over the years. As the global demand for English proficiency continues to rise, educators and researchers have sought to explore effective strategies, methods, and approaches to enhance the teaching and learning of this international language. This literature review aims to synthesize and analyze the key themes and findings from a selection of relevant studies and publications in the domain of ELT.One of the fundamental aspects of ELT that has received significant attention is the role of teaching methodologies and approaches. The traditional grammar-translation method, which emphasized the explicit instruction of grammatical rules and the translation of texts, has been widely criticized for its teacher-centered approach and lack of emphasis on practical language use. In response, the communicative language teaching (CLT) approach has gained widespread popularity, emphasizing the development of communicative competence through authentic, meaningful interactions and task-based activities (Savignon, 2002). Studies haveshown that the CLT approach can lead to improved fluency, confidence, and overall language proficiency among language learners (Littlewood, 2014).Closely related to the discussion of teaching approaches is the concept of learner-centered instruction. Researchers have argued that effective ELT should prioritize the needs, interests, and learning styles of individual students, rather than adhering to a one-size-fits-all approach (Nunan, 1988). The incorporation of learner-centered strategies, such as differentiated instruction, project-based learning, and the use of technology-assisted language learning, has been found to enhance student motivation, engagement, and overall language development (Tomlinson, 2014).Another important area of focus in ELT research is the role of technology in language teaching and learning. The rapid advancements in digital technologies have significantly impacted the field of ELT, opening up new possibilities for language instruction and practice. Studies have explored the integration of various technological tools, such as online language learning platforms, mobile applications, and virtual classrooms, and their potential to improve language skills, enhance learner autonomy, and provide personalized feedback (Chapelle & Sauro, 2017).The issue of language assessment has also been a subject ofextensive research in ELT. Scholars have examined the effectiveness of different assessment methods, including formative and summative assessments, as well as the use of standardized language proficiency tests, such as the TOEFL and IELTS (Fulcher & Davidson, 2007). The importance of aligning assessment practices with the desired learning outcomes and the implementation of alternative assessment strategies, such as portfolio-based assessment and performance-based tasks, have been highlighted in the literature.The cultural and linguistic diversity of language learners is another crucial factor that has been widely discussed in ELT research. Scholars have emphasized the need to incorporate culturally responsive teaching practices, which acknowledge and validate the diverse backgrounds and experiences of language learners, and promote intercultural understanding and sensitivity (Canagarajah, 2005). Additionally, the role of the learners' first language (L1) in the ELT process has been a topic of debate, with some studies suggesting that judicious use of L1 can facilitate language learning, while others advocate for a more exclusive use of the target language (Cook, 2001).Finally, the professional development of ELT practitioners has been a crucial area of concern. Researchers have highlighted the importance of ongoing teacher training, collaboration, and the integration of research-informed practices to ensure the continuous improvementof teaching quality and student learning outcomes (Richards & Farrell, 2005). The exploration of teacher beliefs, attitudes, and reflective practices has also been a significant focus in ELT literature.In conclusion, this literature review has provided a comprehensive overview of the key themes and trends in the field of English language teaching. The findings from the various studies and publications discussed here underscore the complexity and multifaceted nature of ELT, as well as the need for a dynamic and evidence-based approach to language instruction. As the field continues to evolve, future research should explore emerging pedagogical strategies, technological advancements, and the changing needs and expectations of language learners in an increasingly globalized world.。
英语教学中情感教育理论研究论文英语教学中情感教育理论研究论文1教师知识水平的制约开展英语情感教学，需要教师了解学生的心理需求和变化，并适应新形式的不断变化，从而不断的丰富自身的英语知识结构，更好的为学生呈现丰富的学习内容。
在情感教学中要求教师具备高尚的品德、扎实的知识、一视同仁的心态等等，由于多方面因素的制约，在教学中存在很多教师还不满足情感教学的要求。
另外，教育科研机构也受到教育观念和环境的影响，对于英语情感教学重视程度较低，在教学指导方面并没有为老师和学生做出正确的引导，这在很大程度也影响着英语情感教学的发展。
2小学英语教学中情感教育理论的应用策略2.1建立和谐的师生情感关系开展英语教学活动的重要前提就是和谐的师生关系，同时也是提高教学质量和学生学习兴趣的重要方法。
在素质教育大的背景下，教师不仅仅是知识的传授者，更是教学活动中的参与者和引导者。
所以，教师要不断的转变自己的角色，做学生真正的朋友，了解学生的心理变化，了解学生的优点和缺点，平等对待每一位学生。
在教学活动中对于学生的不同表现，教师应及时的做出评价，并参与其中，感受学生的思想，这样也便于更好的开展下次教学活动。
另外，无论在课上还是课下，教师要走进学生，听取学生们提出的意见，并及时的做出调整，融洽的师生关系是需要教师用情感和爱去浇筑的，它可以消除学生在教学中产生的对立情绪和不良的心理，使学生可以真正的打开心扉，去接受教师所教授的知识。
教师真正的从内心身处去关心、爱护学生，公平、客观的对待每一名学生，才能够更好的建立和谐的师生情感关系。
2.2尊重学生个体差异，突出学生主体地位由于每个学生之间都有所不同，所以在他们自身智力水平以及学习能力的制约下，学生所表现出来的学习状态也是不同的，尤其是英语这种非母语语言学科而言，学生因情感因素而引起的学习兴趣恰恰是制约英语教学的关键。
在这种教学背景下，教师经常会将学分为“好学生”和“坏学生”，实际上这种做法是极其错误的，其不仅会加大英语教学的难度，更会对学生的情感上予以重创，从而使英语教学遇到困境。
英语情感教学专著IntroductionThe role of emotion in language acquisition has long been recognized as a critical factor in the success of language learning. This book delves into the intersection of emotional intelligence and English language teaching, providing educators with a framework to enhance the learning experience.Chapter 1: The Emotional Landscape of Language Learning- Understanding the Emotional Factors in Learning- The Impact of Affective Filters on Language Acquisition- Emotional Needs of Language LearnersChapter 2: Emotional Intelligence in the Classroom- Defining Emotional Intelligence (EI)- The Role of EI in Teaching and Learning- Developing EI in English Language EducationChapter 3: Building Rapport and Trust- Creating a Supportive Learning Environment- Strategies for Establishing Trust with Students- The Importance of Teacher-Student RelationshipsChapter 4: Managing Classroom Dynamics- Addressing Emotional Challenges in the Classroom- Conflict Resolution Techniques- Encouraging Positive Peer InteractionsChapter 5: Incorporating Emotion in Teaching Strategies- Using Storytelling to Engage Emotions- Emotional Vocabulary and Language Functions- Role-Playing and Simulation ActivitiesChapter 6: Cultural Sensitivity and Emotion- Cross-Cultural Emotional Expressions- Teaching about Emotions in Different Cultures- Navigating Cultural Differences in the Classroom Chapter 7: Assessment and Feedback with Empathy- The Role of Empathy in Assessment- Providing Constructive Feedback Sensitively- Encouraging Self-Assessment and ReflectionChapter 8: Emotional Resilience and the Language Learner- Building Resilience in Language Learning- Coping with Language Learning Setbacks- Fostering a Growth MindsetChapter 9: Professional Development for Teachers- Enhancing Teacher EI through Professional Development- Reflective Practices for Teachers- Collaborative Learning and Peer SupportChapter 10: Future Directions in Emotional Language Teaching- Emerging Trends in Emotional Language Education- The Role of Technology in Emotional Learning- Preparing for Global Citizenship through Emotional IntelligenceConclusionThe integration of emotional awareness and intelligence in English language teaching is not just a pedagogical enhancement but a necessity for holistic learning. This book aims to equip educators with the tools to recognize, understand, and leverage the emotional dimensions of language learning to foster a more effective and empathetic classroom.Appendices- A: Emotional Intelligence Assessment Tools- B: Classroom Activities for Emotional Learning- C: Resources for Further Reading and Professional DevelopmentGlossaryReferencesIndexThis book is designed for English language teachers, teacher trainers, and educators interested in the role of emotions in the language learning process. It provides practical strategies and theoretical insights to help teachers create a more emotionally intelligent and effective learning environment.。
浅析情感教育在英语教学中的应用【摘要】在推进素质教育的今天，如何在有限的时间内，培养出适应未来社会的高素质的人才，是现代教学当中所必须解决的最根本的问题。
按照传统的教学方法，人们关注的往往是教学中的认知因素，而对情感因素则缺乏应有的重视。
这种失衡现象，违背教学活动的客观规律，自然要遭受到淘汰。
【关键词】情感教育英语教学应用在英语教学中应该重视情感领域的研究。
情感是一种潜在的动机，对人的行为具有激励、诱发和调节的重要功能，情感教育可以激发学生潜能和积极性，提高他们学习效率和成绩，近而大幅度提高英语教学质量。
一、情感原则良好的教学过程是师生相互沟通、相互交流，从而增强师生情感交融，促进学生学习能力提高的过程。
教学中应树立民主平等的师生关系，创造和谐轻松的学习氛围，使学生对老师产生信任感、亲近感、亲切感。
教师可轻松愉快地通过英语教学的艺术性形象性趣味性揭示英语教材本身的魅力，达到调动学生的积极性和主动性的目的。
比如在学生刚学英语时，先教学生一些简单的日常用语，如见面道别致谢、道歉、家庭成员的称谓、时间、年龄、性别等，鼓励他们适时适当地使用这些用语，甚至当学生半中文、半英语夹杂着与我对话时，我也非常有耐心地与他们交流，消除他们对学习英语的恐惧感，打消他们的顾虑，让学生们感觉我与他们是平等的伙伴，而不是高高在上的“老师”。
所以，这些学生很快就对英语学习产生了浓厚的兴趣。
情感与教学有着密切的联系，情感与科学的教学评价同样有着密切的关系，因为英语语言本身就是表达感情的工具，语言与人的心理发展、文明发展相联系。
另外，教师与学生从事教与学，都是带着情感的，而这种情感差异也导致了教与学的差异。
我们一直强调情感教学，也就是因为英语教学脱离不了情感。
在进行英语教学评价时，我们更要注意情感，注意人的心理体验。
评价学生时，不仅看他是否掌握了必要的英语基础知识，更要看他是否会用英语来表达自己的丰富感情。
同时,在评价学生时，教师要带着积极的情感来工作，关注学生的进步，善待学生，让学生从评价中获益，而不是受罚。
英语教学设计中学情分析文献综述英语教学设计中，学情分析是第一步，也是决定这个教学设计成败的关键。
学情分析就是学生在学习方面有何特点、学习方法怎样、习惯怎样、兴趣如何，成绩如何等。
设计理念包括教学方法和学法指导，以及教学设想。
一、研究背景在英语教学中，学生是教学的中心，必须以学生为主体，教师为主导，这样才能实现新课标中的面向全体学生。
这就与以往的精英式教育大为不同，这就要求教师关注学生的差异，有意识、有目的的在教学设计中尊重学生的差异，贯穿整个教学过程，让所有的学生都能够感觉到有所进步。
学情分析在宏观上，关注这个授课班级的整体情况，包括班级成员的组成、基本的精神面貌等等；在微观上，关注到每个学生的学习策略、情感态度、文化意识、语言技能、语言知识。
任何人的知识都是有限的，任何人的无知都是无限的；但是每个人的知识构成又存在着千差万别，即使是在同一个年龄阶段，拥有相同的发展趋势，那么不同的学生也有各自的个性特点。
老师如何能够敏锐的察觉到这种差异呢？可以通过调查问卷、家访、座谈会等多种形式来进行探索。
1.学情分析是教学设计的前提和基础教师在开展教学设计时，考虑的主要因素包括：课程标准、教材内容、学生情况、教学方法、课程资源等。
其中，学情分析既是教学目标设定的基础，又是教学内容解析的依据，还是教学策略选择与学习活动设计的落脚点。
总之，学情分析是对“以学定教”课改理念的具体落实。
依据现代教学设计理论，教师必须认真研究学生的已有知识、实际需要、能力水平和认知倾向，才能更有效地优化教学设计，达成教学目标，提高教学效率。
因此，“学情分析”应当成为教学设计的必要前提。
2.学情分析是精准实施课堂教学的关键要素美国著名教育心理学家奥苏伯尔曾经指出：“如果我不得不将教育心理学还原为一条原理的话，我将会说，影响学习的最重要的因素是学生已经知道了什么，我们应当根据学生原有的知识状况进行教学。
”根据学生原有的知识状况进行教学，不仅在课前要深入分析学生知识层面上、解决问题水平上的“最近发展区”，更需要在课堂教学中及时观察学生的学习表现，了解学生的思维状态，及时调整教学行为、教学环节和教学进程，针对难点、疑点和关键点教，针对学生提出的问题教，针对生成的有价值的问题教。
（本科）毕业论文浅谈英语对中学生情感教育的培养系别：外语系专业：英语专业班级：学号：学生姓名：指导教师：完成时间：年月独创性声明本人郑重声明：所呈交的题为《浅谈英语对中学生情感教育的培养》的毕业论文（设计）是本人在指导老师指导下取得的研究成果。
除了文中特别加以注释和致谢的地方外，论文（设计）中不包含其他人已经发表的研究成果。
与本研究成果相关的所有人所做出的任何贡献均已在论文（设计）中作了明确的说明并表示了谢意。
学生签名：年月日授权声明本人完全了解有关保留、使用本科生毕业论文（设计）的规定，即：有权保留并向国家有关部门或机构送交毕业论文（设计）的复印件和磁盘，允许毕业论文（设计）被查阅和借阅。
本人授权许可以将毕业论文（设计）《浅谈英语对中学生情感教育的培养》全部或部分内容编入有关数据库进行检索，可以采用影印、缩印或扫描等复制手段保存、汇编论文（设计）。
学生签名：指导教师签名：年月日浅谈英语对中学生情感教育的培养摘要：英语作为一种语言性交流手段，也是作为国际对外交流手段，情感教育的培养是语言交流和国际对外手段必不可少因素之一。
随着社会教育快速发展，英语遍及各个中学也凸显各种问题，情感教育的需要在中学教育已迫在眉睫。
本文以中学为例，通过发现英语在中学出现的问题进行全面的研究和探讨去发现中学英语教师对情感教育存在一定问题，如：教学中没有“以学生为主，教师为辅”的教学原则以及让学生“学以致用”，没有更好调动学生积极性和利用多种方式教学等多种问题，这严重阻碍了中学生学习的向前发展，也阻碍了情感教育的健康发展，本文再从完善中学情感教育，提高中学生学习英语效率，保证中学教师教学质量等方面提供相关策略和解决办法。
关键词：中学生；英语教学；情感教育；情感教育培养ABSTRACT：English as a means of language communication, and as an international means of foreign exchange, the cultivation of emotional education is one of the essential factors of language communication and international external means. With the rapid developing of social education, English in all middle schools also cause a variety of issues, the need for emotional education in middle education is imminent. Taking the middle school as an example, through the discovery of English in the middle school problems are studied and discussed comprehensively to find the middle school English teachers has some problems, such as: Teaching of emotional education is not "student-centered teaching principle, supplemented by the teacher" and let students "learn to use", there is no better mobilize the enthusiasm of the students and the use of a variety of ways of teaching and other problems, which seriously hindered the development of students' learning, but also hinder the healthy development of emotional education, this article from the perfect middle school emotional education, improve the students' English learning efficient, provide relevant solutions and strategies on middle school teachers' teaching quality.Key words: middle school students; English teaching; emotional education; Emotional education to cultivate目录引言 (1)一、实施情感教育的背景 (1)（一）现代教育存在的问题 (1)（二）语言教学所决定 (1)（三）中学生对英语重视不够 (2)二、情感教育在中学英语实施原因 (2)（一）《中学英语课程标准》的要求 (2)（二）情感教育理论依据 (3)三、情感教育的功能 (3)（一）启智功能和感染功能 (3)（二）健身功能和迁移功能 (4)四、初中英语教学中情感教育存在的现状 (4)（一）责任感培养的缺失 (4)（二）学生自信心的忽略 (5)（三）缺乏真实语言环境 (5)（四）英语教师教学方法单一 (5)五、解决情感教育的相关策略 (6)（一）增强责任感的培养 (6)（二）增强学生自信 (6)（三）创设真实语言环境 (7)（四）完善英语教学方法 (7)六、情感教育的具体意义和运用 (8)（一）利于培养中学生积极情感 (8)（二）情感教育在英语教学中的运用 (10)七、结束语 (11)参考文献： (11)致谢 (12)引言情感教育，即所谓中学生必须接受的一门教育，也是精神上的一种教育。
情感教学的英语文献综述Emotional Teaching in English Language Education: ALiterature ReviewIntroduction:The role of emotions in language learning has been a topic of increasing interest in the field of English language education. This literature review aims to explore the significance of emotional factors in the teaching andlearning process, examining how they can influence students' motivation, engagement, and overall language acquisition.The Emotional Dimension in Language Learning:Emotions are a fundamental aspect of the human experience,and their presence in the classroom is inevitable. Studies have shown that emotions such as anxiety, motivation, andself-efficacy can significantly impact language learners' performance (Dörnyei, 2001). A positive emotionalenvironment can enhance learners' willingness to communicate and their ability to process language input (MacIntyre & Gardner, 1994).Teacher-Student Relationships:The relationship between teachers and students is a critical factor in creating a conducive emotional climate for learning. Teachers who are empathetic, supportive, and who establish rapport with their students can foster a sense of safety and trust, which is essential for effective language learning(Nikolov, 2001).Classroom Atmosphere:A classroom atmosphere that is characterized by mutual respect, encouragement, and a focus on the learning process rather than just the outcomes can reduce learners' anxiety and increase their motivation (D örnyei, 2002). The use of cooperative learning strategies can also contribute to a more positive emotional climate by promoting peer support and collaboration.Emotional Intelligence in Teachers:Teachers with high emotional intelligence are better equipped to manage their own emotions and to respond effectively to the emotional needs of their students (Zeidner, 1998). They can use their emotional intelligence to create a more inclusive and empathetic learning environment, which can lead to improved language learning outcomes.Coping Strategies for Emotional Challenges:Learners need to develop coping strategies to deal with the emotional challenges they face in language learning. Techniques such as deep breathing, visualization, andpositive self-talk can help learners manage test anxiety and performance stress (Oxford, 2009).Conclusion:Understanding and addressing the emotional aspects of language learning is crucial for English language educators. By creating a supportive and positive learning environment, fostering strong teacher-student relationships, anddeveloping emotional intelligence, educators can help learners overcome emotional barriers and enhance their language learning experience.References:- Dörnyei, Z. (2001). Teaching and Researching Motivation. Harlow, UK: Longman.- MacIntyre, P. D., & Gardner, R. C. (1994). The subtle effects of language anxiety on cognitive processing in the second language. Language Learning, 44(2), 283-305.- Nikolov, M. (2001). The affective filter in the classroom: Effects of teacher-student rapport. TESL Canada Journal,18(2), 42-68.- D örnyei, Z. (2002). The role of personality in second language acquisition. Language Learning, 52(1), 1-30.- Zeidner, M. (1998). Test anxiety: The state of the art. Psychological Bulletin, 123(2), 165-185.- Oxford, R. L. (2009). Toward a psychology of well-being for language learners: The “EMI” approach. In A. D. Cohen & E. MacIntyre (Eds.), Language learner strategies (pp. 89-104). Amsterdam, Netherlands: Emerald Group Publishing Limited.。
