How to mobilize students in junior high school English teaching in positive emotional factors.doc

《How to mobilize students in junior high school English teaching in positive emotional factors.doc》由会员分享，可在线阅读，更多相关《How to mobilize students in junior high school English teaching in positive emotional factors.doc（6页珍藏版）》请在淘文阁 - 分享文档赚钱的网站上搜索。

1、How to mobilize students in junior high school English teaching in positive emotional factors Paper Keywords an emotional self-interest in cooperation in English teaching Abstract With the basic education reform going deep, the influence of students feeling factor to the education teaching effect is

2、 paid more and more attention to, especial students active feeling factors like the self-confidence, the interest and working together, is very useful for improving the learning effect. At the course of teaching the junior English, teachers should use more than one way to mobilize students self-conf

3、idence, should arouse students learning interest, should cultivate students cooperative spirit and finally mobilize students active feeling factor and improve English teaching quality. Keywords Feeling factor Self-confidence Interest Cooperation English teaching 1. Introduction English is a language

4、 discipline, emotional factors in many ways, directly or indirectly affect language learning. A good self-confidence and a strong will to help students overcome the difficulties encountered in learning English. Strong interest in learning and a spirit of cooperation and mutual help students to impro

5、ve learning efficiency. On the contrary, a lot of negative emotional factors affected the language learning. Psychological anxiety and inhibit the transition is not conducive to the students boldly express in English to show their language knowledge and language skills. Too inward-looking character

6、is not conducive to nurturing the spirit of mutual cooperation among students. Therefore, emotional factors to mobilize students to actively penetrate into the disciplines of education and teaching, and help students to adjust their psychological and emotional well and fully tap the potential to dev

7、elop a sound character and personality of students and train them in a timely manner the use of affective strategies are an important secondary school teachers one of the topics. 2. Emotional factors to mobilize students to actively take measures. The process of teaching in English step by step to m

8、obilize students in self-confidence, interest in the spirit of cooperation and other positive emotional factors, so as to achieve the promotion of English language teaching purposes. 2.1 to fully mobilize the students self-confidence. Self-confidence is the key to success, when a person is full of s

9、elf-confidence as full of fight when the fighters, ready to overcome all difficulties, they should be able to overcome all difficulties, to make the students produce from the outset, I can learn English confidence in is very important. When students have the confidence to overcome difficulties, from

10、 his personal feelings do not exclude the English language on the discipline. 2.1.1 a sentimental and moving, to help students build self-confidence. Widespread among the students like a certain teacher liked the phenomenon of what he taught courses in English, students, teachers should seize this f

11、eature, first time with the trust, eyes, smile of approval expressed concern and care for students, to narrow the The distance between teachers and students to promote feelings between teachers and students so that students from the psychological fear of the elimination of a sense of English subject

12、s. Secondly, to help students in English learning problems and difficulties encountered. Students overcome the difficulties in guiding the process to enable students to appreciate the instructors validity and effectiveness, enabling students from inner admiration for teachers, trusted teachers, ther

13、e is a problem would be happy to teachers for help. Gradually develop in the face of learning difficulties be resolved independently of the ability to imitate teachers to help students to build up enough self-confidence. I asked students to remember this statement: If you can, you can, if you feel y

14、ou can do it, you surely can do it, so that students understand a persons self-confidence on the importance of learning English. Again, focus on strengthening in their daily lives to talk with students, often emotional exchanges between teachers and students to conduct in-depth understanding of each

15、 student, paying students and the difficulties encountered in life and to give moral encouragement and material assistance within its capacity so that students feel the teacher about his concern and love, feel the teachers amiable, credible, and further harmonious relations between teachers and stud

16、ents to enable students to their teachers and parents to believe that will allow students to live and study full of confidence. 2.1.2 positive assessment to enable students to experience success, to protect, enhance student self-confidence. Emotion is a catalyst for intellectual development, and pos

17、itive emotional evaluations of teachers and students to promote better interaction and improve the classroom effectiveness and quality. Each teachers want their students to be taught, but students with high and low levels, there are good and bad. Sometimes because the students could not answer the p

18、roblem of anger, and even criticism, blame the students, so that not only greatly hurt the pride of the students, but also dealt a blow to their self-confidence and enthusiasm for learning English. Teachers in teaching the students to stand in the point of view, the position of thinking, we must lea

19、rn to accommodate students, treat students in error. American psychologist Bainbridge said: Everyone has an error, as the teachers are not tolerant of students errors are inexcusable. This requires that we teachers are teaching to the students pour into love, tolerance errors of students, science st

20、udents to correct errors. Teachers also need to vary the implementation of tiered education , concerned about the different levels of students, students with learning difficulties right questions, should be appropriately reduced the difficulty of correct answers so that they have the ability to prot

21、ect their self-esteem, self-confidence. A small number of outstanding student, can increase the degree of difficulty in order to enhance the novelty of the language, so that all students have the same lesson as a progressive, so that most students have a sense of accomplishment, so that students in

22、a safe, harmonious and happy atmosphere of the classroomLearn . Reposted elsewhere in the paper for free download http:/ 2.2 using a variety of methods to stimulate students interest in learning. Confucius said: those who know it better than those who know good music than those who know who knows. I

23、nterest is the best teacher, in the quest for knowledge plays an important role. As long as theres interest in learning, students will be able to with a high degree of excitement to learn, concentrate in class, positive thinking, and can appreciate the joy of learning. So that teachers have a sense

24、of purposeful stimulate students interest in learning, thereby enhancing student learning enthusiasm and initiative. 2.2.3 excavated materials, the creation of scenarios. English teaching process should be in a particular environment, the process of language input and output. Therefore, the content

25、of teaching materials for teachers to tap the emotional factors and associated teaching content and the actual simulated real-life scenarios, and strive to classroom teaching a lively, vibrant, image, to maximize the mobilization of each students initiative and creativity. There are many different a

26、spects of English teaching materials are very close to the real life of students, such as telephone conversations, shopping, talking about their hobbies, talk about their favorite types of movie to introduce their own family members, etc., teachers can choose according to different content, the crea

27、tion of a variety of scenarios, for students in almost real scenario the use of English. 2.2.4 games teaching. In the classroom the proper application of the game, able to adjust the classroom atmosphere and attract students to actively participate in classroom activities, so that the classroom beco

28、mes lively and interesting. There are many types of games the classroom, teachers can choose to use the specific needs. For example, drums mass flowers, blindfolded guess objects, listening distinguish people, full house laughing and so on, and even to mimic the Lucky 52 show the word-guessing game.

29、 To easily grasp the grammar in the content of laughter, games, activities are consistent with the psychological lively young people to avoid the boring classroom atmosphere. But pay attention to games, activities and not for the games game, but by the teachers to organize all aspects of teaching, w

30、ell-planned, allowed to better serve English language teaching service. 2.2.5 use of multimedia teaching. Timely use of modern multi-media teaching methods, according to the specific content of texts produced courseware intuitive easy to understand, so that the role of texts has become live together

31、, co-stimulate students to achieve a variety of media, auditory and visual, so that students happy, and easy to accept the new knowledge . Textbook stationary people moving up, the screen becomes black and white colors, the students look like an English lesson cartoon, strange, and very happy. Stude

32、nts to receive new knowledge, the speed of an astonishing pace. 2.3 training and development of the students the spirit of cooperation. Spirit of cooperation is essential in modern high school students the basic quality. English teaching process is the process of student groups, human interaction. T

33、herefore, to enhance collaborative learning between students is particularly important, as it is to train students Hubanghuxue, to develop a co-habit, an important way to cultivate a spirit of cooperation. At the same time the spirit of cooperation can provide students with more learning opportuniti

34、es and learning resources. University of Minnesota Cooperative Learning Center, Johnson considered the most important factor in cooperative learning is positive interdependence, that is, students should realize that they are not only responsible for their own learning, but also for the host team is

35、responsible for the learning of other peers. Active participation of both partners to stimulate interaction between students and language exchange. If you have one collaborators introverted or self-confidence due to lack of other reasons to participate in activities is not positive enough, the other

36、 will help to encourage him to bring along with him to complete the task embodies the spirit of cooperation. To enable students to understand the man for me, and I for all the spirit of cooperation. Students to help each other, mutual encouragement, mutual understanding and to establish a certain de

37、gree of interpersonal relationship is conducive to learning in later life and promote each other. 3. Conclusion In summary, the mobilization of English teaching in junior high school students self-confidence, interest, cooperation and other positive emotions factor, must be student-oriented, standin

38、g on the position of the students to think, in time to help students build self-confidence. From the visual, auditory and other different angles, using different methods to stimulate students interest in learning. To guide students to actively participate in classroom activities, to eliminate the students timid, the psychological barriers to enhance communication between students, encourage them to help one another to achieve the same purpose, to develop students a spirit of cooperation, so as to improve the English proficiency of students lay a solid foundation.