閱讀理解是高中英語教學(xué)的重要內(nèi)容,它不僅是對單詞和詞組的理解,更是對閱讀材料整體的把握和情感的領(lǐng)會。然而,在閱讀教學(xué)中,一方面學(xué)生缺少對閱讀學(xué)習(xí)的主動性,對英語閱讀缺乏興趣和學(xué)習(xí)動機(jī)。另一方面,教師過多的強(qiáng)調(diào)了語言知識和技能的傳授而忽略了情感的教育�！镀胀ǜ咧杏⒄Z課程標(biāo)準(zhǔn)》提出將情感態(tài)度作為英語教學(xué)的目標(biāo)之一,讓學(xué)生提高英語學(xué)習(xí)的興趣和合作學(xué)習(xí)的能力,并引導(dǎo)學(xué)生將興趣轉(zhuǎn)化為內(nèi)在學(xué)習(xí)動機(jī)。讓學(xué)生克服困難,樹立自信,形成健康自信的人格。高中生正處于過渡時期,認(rèn)知水平迅速提高,情感也變得更加豐富細(xì)膩。因此,在高中英語教學(xué)中,教師不僅要培養(yǎng)學(xué)生的認(rèn)知能力,更要把對學(xué)生的情感教育提升到一個更高的層次。本研究從情感態(tài)度視角出發(fā),以天津市第九十五中學(xué)高一學(xué)生為研究對象,在采用問卷、觀察、訪談的方法了解學(xué)生的基本情況和閱讀教學(xué)情況的基礎(chǔ)上,對外研版高中英語必修一第四模塊閱讀進(jìn)行教學(xué)設(shè)計并實(shí)施。通過在讀前、讀中、讀后三個環(huán)節(jié)注入情感態(tài)度的滲透,提高學(xué)生在閱讀課上的積極性和參與度。筆者通過課上對學(xué)生進(jìn)行觀察、聽取指導(dǎo)老師意見、課堂觀察、學(xué)生訪談以及自我反思分析這堂課的意義與效果。結(jié)果表明,情感教育可以激發(fā)... 

【文章來源】：天津師范大學(xué)天津市

【文章頁數(shù)】：91 頁

【學(xué)位級別】：碩士

【文章目錄】：
Abstract
摘要
Acknowledgements
Chapter 1 Introduction
    1.1 Background of the Study
    1.2 Purposes of the Study
    1.3 Significance of the study
        1.3.1 Theoretical significance
        1.3.2 Practical significance
    1.4 Research Questions
    1.5 Overall Structure of the Thesis
Chapter 2 Literature Review
    2.1 Emotional Education
        2.1.1 Definition of Emotion
        2.1.2 Definition of Emotional Education
        2.1.3 Effect of Emotional Education
    2.2 Theoretical Basis of Emotional Education
        2.2.1 Affective Filter Hypothesis
        2.2.2 Humanistic Theory
    2.3 English Reading
        2.3.1 Definition of Reading
        2.3.2 Mainstream Reading Teaching Models
    2.4 Previous Studies on the Application of Emotional Education in English Teaching
        2.4.1 Previous Studies Abroad
        2.4.2 Previous Studies at Home
    2.5 Summary of Previous Studies on the Application of Emotional Education in English Reading
Chapter 3 Preparation and Analysis of Instructional Elements
    3.1 Preparation of Instructional Design
        3.1.1 The Participants
        3.1.2 The Instruments
        3.1.3 Data Collection
    3.2 Analysis of the Requirements of English Reading in New Curriculum Standard
    3.3 Analysis of Current Teaching Situation
    3.4 Analysis of the Learners
        3.4.1 Learners' Basic Condition and Existing Knowledge
        3.4.2 Learners' Emotion and Attitude
    3.5 Analysis of Teaching Material
    3.6 Analysis of Instructional Objectives
    3.7 Analysis of Significant Points and Difficult Points
    3.8 Design of Instructional Strategies and Teaching Methods
    3.9 Design of Teaching Aids
Chapter 4 Instructional Design of Reading Teaching with the Application of Emotional Education
    4.1 The Whole Teaching procedures and Explanation of Instructional Design
    4.2 Evaluation and Reflection of the Instructional Design
        4.2.1 Evaluation from the Students
        4.2.2 Evaluation from the Supervisor
        4.2.3 Reflection of the Instructional Design
    4.3 Modification and Improvement of the Instructional Design
Chapter 5 Conclusion
    5.1 Major Findings of the Study
    5.2 Implication for Reading Teaching
        5.2.1 Respecting Difference and Enhance Communication
        5.2.2 Standing in the Position of Students
        5.2.3 Optimizing the Relationship between Teacher and Students
        5.2.4 Emotional Evaluation for Students
    5.3 Limitation of the Study
    5.4 Suggestions for Future Study
References
Appendix Ⅰ Teaching Material
Appendix Ⅱ Questionnaire
Appendix Ⅲ Observation Scale
Appendix Ⅳ Interview Outline of the Supervisor before Instructional Design
Appendix Ⅴ Interview Outline of the Supervisor after the Instructional Design
Appendix Ⅵ Interview Outline of the Students


【參考文獻(xiàn)】：
期刊論文
[1]英語教育滲透情感教育方法研究[J]. 趙哲.  才智. 2011(28)
[2]情感英語教學(xué)的意義與實(shí)施[J]. 馮靈林.  江西教育. 2010(18)
[3]淺論教學(xué)過程中新型師生關(guān)系的構(gòu)建[J]. 吳岳軍.  江南大學(xué)學(xué)報(教育科學(xué)版). 2009(01)
[4]當(dāng)代情感教育的基本特征[J]. 朱小蔓.  教育研究. 1994(10)
[5]情感與教學(xué)過程[J]. 朱菊芳.  南京師大學(xué)報(社會科學(xué)版). 1982(04)

碩士論文
[1]從情感維度優(yōu)化高中英語閱讀教學(xué)的研究[D]. 劉振麗.重慶師范大學(xué) 2012
[2]新課標(biāo)下初中英語教學(xué)中學(xué)生情感態(tài)度培養(yǎng)的應(yīng)用研究[D]. 周玲.華東師范大學(xué) 2010



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