情感教学在初中英语阅读教学中的应用研究 [2]
论文作者:英语论文论文属性:硕士毕业论文 thesis登出时间:2017-08-12编辑:lgg点击率:7561
论文字数:38574论文编号:org201708082000104378语种:英语 English地区:中国价格:$ 66
关键词:初中英语教学论文情感阅读教学情感因素初中英语阅读
摘要:本文是一篇初中英语教学论文,研究的结果显示,情感教学不仅能够促进学生在英语阅读学习中情感状态的发展,而且也能够提高学生们的英语阅读成绩。并且,和传统阅读教学方式相比,情感阅读教学更受学生们的青睐。
of checking the feasibility and applicability of affective teaching and its facilitative functions to the improvement of learners’ English reading proficiency. Furthermore, the research can help teachers overcome prejudice and dispel misconceptions about cognition and affect in education and form a teaching theory advocating mutual development of cognition and affect. It is beneficial to cultivate “whole” persons for the modern society if educators in the foreign language domain attach enough importance to affective education in junior high school English teaching. In a word, the study is expected to devote something to the improvement of the theory and practice of affective teaching and also give some aids to teachers who are being engaged in conducting affective teaching reform experiments in schools of all levels.
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Chapter Two Literature review
This section reviews the literature from several parts. They are the definition of affect, affective teaching and reading, literature reviews concerning affective teaching abroad and at home, affective reading teaching abroad and at home as well as the theoretical bases of affective teaching.
2.1 Affect
The English Curriculum Standards (2001) states clearly that affect plays an important role in learners’ learning process and further development. Curriculum goals and objectives are designed in three aspects: cognitive domain, affect’s domain and psycho-motor domain. So it follows the importance of affect in modern education field. Many scholars give various definitions according to their different perceptions of the concept. In second language teaching, Chaplin (1975) states that affect is commonly defined as the area covering feelings, emotions, mood and temperament. Arnold (2000) defines affect as “aspects of emotion, feeling, mood or attitude which condition behavior”. Schacter (2011: 135) stresses that affect is a positive or negative experience that is associated with a particular pattern of physiological activity. Brown (2004) claims that affect refers to emotion or feeling, and the affective domain is the emotional side of human behavior, and it may be juxtaposed to the cognitive side. Many educators give a broader and more detailed definition on affect. Dulay, Burt and Krashen (1982) defines that one’s ‘affect’ towards a particular thing or action or situation or experience is how that thing or that action or that situation or that experience fits in with one’s needs or purposes and its resulting effect on one’s emotions. According to Wundt (1980: 46), affects can be divided into three
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