如何实现新课标下的高中学生积极情感态度的培养黄岩中学陈佩君.ppt

如何实现新课标下的 高中学生积极情感态度的培养 黄岩中学 陈佩君 2007.8,Mr. Xia Mianzun, a Chinese educator(18861946) compared the relation between education and affection to that between a pool and water. He said that a pool without water cant be a true pool and there is no education without affection. It is thus clear that the effect of affective factors cant be ignored.,一、为什么将情感态度列为课程目标？,1.五大课程目标：语言技能、语言知识、情感态度、学习策略、文化意识。,3.本次基础教育课程改革的一个重要方面：关 注学生情感态度的发展，把对学生情感态度的培养渗透到学科教育和教学之中。,2.情感空白(emotional illiteracy)：教育中过于强调大脑的理性和认知功能，忽视了非理性方面的发展，造成情感空白。,二、外语教学中的情感因素,Arnold的情感因素理论： 1、个体因素：焦虑、抑制、性格、动机 2、学生与教师之间的因素：移情、课堂交流、跨文化意识,*积极情感因素：动机兴趣、自信意志、合作精神、祖国意识、国防视野 *消极情感因素：过度焦虑、内向、害羞、胆怯、缺乏动机和兴趣、怕困难,焦虑(anxiety):指学习者需要用外语进行交流时所产生的恐惧或不安心理,原因是担心出错而受到老师的批评或同学的嘲笑,或学习任务本身难度较大,而据此作出的评价结果对学习者又至关重要。焦虑与学习者的学习成绩、考试成绩、口语及书面表达能力以及自信心、自尊心等都存在负相关性。,抑制(inhibition)：指为自我保护而采取的回避和退缩行为。学习过程中出现的各种语言错误，得到的若不是善意的指正、帮助和鼓励，而是批评或嘲讽，就会极大伤害学习者尤其是性格内向、腼腆害羞的学习者的自尊心。学习者受到的批评、嘲讽越多，自我保护意识就越强，抑制程度也就越高，结果就会使他们产生畏惧或厌恶心理，开始有意回避课堂活动与交流，从而导致厌学或不学的严重后果。,动机(motivation)：这是语言学习者的动力源泉，与学习者学习外语的原因或目的有关,移情(empathy)：指设身处地地想象和理解他人的思想、情感、行为方式的重要、理解和接受。在外语教学中，移情不仅有利于营造和谐的学习氛围和人际关系，而且有助于培养学习者对目的语及其文化的正确态度，有效克服文化震惊。,自尊心（self-esteem)：指学习者对自身价值和能力的评价与认识。在自尊心受到保护和鼓励的环境中，学习者的认知活动最为有效。,三、外语教学中的情感目标,、学生的情感特征： 1）英语成绩优秀的学生情感特征：全身心投入英语学习，对学习感到自如、愉快并有信心。理解、尊重、认同和接受英语社会及文化。学习有信心、有乐趣、有主动性和合作精神、积极克服各种困难。,2）英语成绩一般的学生情感特征：容忍并接受英语这一语言，认识到与母语的差异和学习的困难，无明显的不适。对英语社会及文化持有客观或漠然置之的态度。认可英语并接受学习任务，但缺乏学习热情和投入。,3）英语成绩差的学生情感特征：觉得英语奇怪，难以接受，许多方面感到别扭和茫然对英语社会及文化持有偏见、批评或否定态度。视英语学习为完成任务或应付考试，逃避并想放弃学习。,、情感目标,培养学生对目的语语言的积极态度 培养学生对目的语社会和文化的积极态度 培养学生对目的语学习的兴趣和积极态度,四、实现情感目标的具体建议,1、培养学生对目的语语言的积极态度 *克服学习者的任何排斥心理，培养他们对英语各种特征和规则的容忍、接受和兴趣 *培养对语内特征的直觉与敏感,语法教学实例,必修 Unit 4 定语从句 第一步：用英文歌曲Thats why 作导入, 要求学生完成4句带定语从句的歌词： 1. Youre the one who set it up 2. Every little thing you said 3. Im not the man your heart is missing 4. I wont forget the way youre laughing 第二步：让学生跟唱 Thats why,第三步：讨论带定语从句的谚语： 1. God helps those who help themselves. 2. All that glitters is not gold . 3. He who laughs last laughs best . 4. He who doesnt reach the Great Wall is not a true man . 第四步：从学过的Reading 中找出类似的句子（P28 Ex. 1),第五步：猜词游戏(带定语从句)： A machine that can fly in the sky . What is it ? 第六步：完成句子竞赛(带定语从句的句子)： A student is a person (who ) 第七步：完成书面习题练习（P28 Ex. 2) 第八步：小组讨论归纳相关规则并对照教材的语法说明部分（P90-91）,、培养学生对目的语社会和文化的积极态度 *挖掘教材的文化资源 *加强对西方文化的探究性学习,在英语教学中培养文化意识 新教材以其大容量的信息，为培养学生的文化意识创造了很好的机会。培养文化意识重在扩大面上的搜索范围，对阅读材料进行深层次的挖掘，把对英语国家文化意识的理解引向思维的深处。,西方文化的探究性学习,英语国家节日介绍 英美著名作家作品简介 英美风俗习惯 幽默笑话 英美谚语 英美的中学教育 英美名校简介,3、培养学生对目的语学习的兴趣和积极态度(1)建立和谐的师生关系 师生关系的发展阶段：,接近 ,亲近 ,共鸣,信赖,具体措施： a、正确把握角色 b、善于倾听意见 c、乐于赏识学生,(2)精心设计课堂教学活动 夸美纽斯认为：如果学生不愿学习，那不是别人的过错，而是教师的错处，因为他或不知道怎样使学生能接受知识，或根本没有这样去做。教导的方法应该减轻学习的苦处，使学生在功课上不受任何障碍或耽误他们的进步。,激发学生的思维能力 关注学生的综合能力 发展学生的学习能力,Activity 1 Getting to know one another,Step1 Design 2 different forms (AB) Step2 Ask students to fill in according to the instructions Step3 Students compare notes by asking and answering e.g. What does this date here mean? Who is this person?,Getting to know one another,Activity2 Newspaper Hunt,Reading Skills: skimming for gist &scanning for specific information Step1 Give different newspapers to different groups Step2 Hand out the form with different topics , like a cartoon/ the name of a piece of clothing/bad news/world news/a common name/ the name of a city/news about sport/ the name of a film actor Step3 Ask students to read newspapers , find the suitable passage or specific information ,cut them off and glue them in the appropriate places on the sheet Step4 Exchange the froms and check,Glue the proper information,Activity 3 Review,Step1 Divide students into groups and give them different names Step2 Prepare questions about different topics Step 3 Ask and answer between groups,Review,Activity 4 Writing,Step1 Students sit in several circles Step2 Give the first sentence Step3 Students write one sentence after another Step4 Exchange stories and compare She left early,Activity 5 Story Swop,Step1 Arrange the class into groups of four and assign each other a letter-A,B, C,D Step2 Hands out the stories: all the A students receive story A, all the B students receive story B Step3 Tell the students to read the story Step4 Ask students to put their texts away and then get them to swop stories in six rounds as follows Step5 Ask students to write up the stories Step6 Students exchange stories and make corrections,Activity 6 Listening and Drawing,There are two hills in the picture. You can see the sea behind the hills. The cloud is in the sky. You can see the sun behind the cloud. Theres a castle on one hill and there are four trees on the otherTheres a house between the hills and the river. And theres a man on the bridge,Activity 7 Running Dictation,Step1 Divide students into groups Step2 Pin two different passages on the wall Step3 One student runs to the wall, reads one passage and runs back to dictate it for the other group members Step4 Check the passage by asking the teacher some questions Step5 Check it with other groups,(3) 充分开发教材积极情感资源 语言文字是思想和精神的依托，本身带有很强的感情色彩。各种语篇呈现在教学情景中，会直接显示出其情感上独特的无穷魅力。它是作者、读者心灵和谐沟通的桥梁。,a、显性情感资源：指在教材内容中通过语言文字材料、直观形象材料等能直间感受到的情感资源。 b、隐性情感资源：指有些教材内容主要反映客观事实，并不带明显的情感色彩，但在反映客观事实的过程中仍然会不知不觉地使人感受到其中所隐含的情感资源。,必修Unit 1 Culture Relics:,In September, 1941,the Nazi German army was near St. Petersberg. This was a time when the two countries were at war. However, before the Nazis could get to the summer palace, the Russians were only able to remove the furniture and small art objects from the Amber Room. But some of the Nazis secretly stole the Amber Room itself. In less than two days, 100,000 pieces of the room were put inside twenty-seven wooden boxes were then put on a train for Konigsberg, at that time a German City on the Baltic Sea. After that, what really happened to the Amber Room remains a mystery.,五、提升教师情感态度,热爱英语教学工作,充满热情与激情。 发自内心地爱学生,热切的期望、真诚的鼓励和恰当的评价不失