基于情感因素对青少年的教育的行动研究

一 选题立项论证

从国际上讲，许多教育家、学者，都比较注重教育中的情感因素，可谓源远流长。从古希腊苏格拉底（Socrates）倡导“产婆术”教学到罗马昆体良（M.R.Quineilianus）的慈父式教学；从捷克的夸美纽斯（J.A.Comenius）主张“能使教师和学生全都得到最大快乐”的教学到美国的斯宾塞（H.Spencer）提出教学的第一条“快乐原则”，也都在某种程度上意识到情感对教学的影响。美国著名的新教学论思想家布鲁纳（J.S.Bruner）认为好奇心、胜任感等远比奖励、竞争更具有对学生学习行为的驱动作用。因此在倡导结构主义教学和发现法教学论，提出“动机原则”的同时，也十分强调情感对学习的内在动力作用。以美国罗杰斯为代表的人本主义教育思想强调个人对学习的喜爱情感在学习中的重要性。而在19xx年，美国耶鲁大学心理学家彼德·塞拉维和新罕布什尔大学的琼·梅耶教授秉承了20世纪30年美国心理学家亚历山大的“非智力因素”的概念，首创了“情感智慧”这一术语。比照人们早已熟悉的“智商”（IQ）概念，“情感智慧”这个术语也被称为“情感智商”，简称“情商”（EQ）。

在我国古代，著名的教育家孔子就提出“知之者不如好之者，好之者不如乐之者”，他把治学分为“知学、好学、乐学”三个层次，因情感影响教学的“乐学”放在治学的最高境界上。但是，我们认为，关于情感教育的实践模式和理论体系的探索与研究，还不多见。目前国内情感教育研究，还是在20世纪80年代中期开始涉及教学中的情感问题，19xx年底，上海师范大学卢家楣教授从心理学的角度，出版了《情感教学心理学》。青少年处于一生中学习的最重要的阶段，尤其是学校教育又在青少年教育中起到基础关键作用，所以针对青少年的情感教育影响的研究对未来青少年教育起到举足轻重的作用。国内对情感教学的理论角度进行了论证与研究，但对情感教育的具体实践，是相对缺乏的，而在一所学校进行情感教育模式的实践探索，在国内依然少见。

情感教育研究越来越被人们所重视，这是教育改革和发展的必然。教育部已把情感培养目标列为新课程标准的重要内容，全国有识之士都在探讨教育教学中情感因素的作用，一些科研领域也在探索教育中的情感问题。可以预料，情感教育模式会被越多越多的远见卓识者青睐，在未来的学校教育，青少年教育中情感教育理论研究一定会被越来越多的专家、学者所重视，情感教育必将成为21世纪优质教育的重要内容，成为21世纪教育改革的新课题，成为教育创新的必然趋势。

二、本课题研究的目的和意义

（一）本课题研究的目的

通过情感教育研究：

1、让青少年的学校教育可以实施情感服务，以情待人、以情谋事，提供优质服务；

2、让青少年的学校教育可以实施情感管理，体现人文关怀，达到优质管理；

3、让青少年的学校教育可以实施情感育人，整合情感与智慧，培育优质人才，提高教育质量。

4、促进学校青少年优质教育的发展，实现学校优质教育目标。

（二）本课题研究的意义

1、情感教育的研究不仅为实施素质教育提供有效途径。同时，也为实施素质教育增加新的不可缺少的重要内容。

2、情感教育的研究不仅是实现优质教育的根本途径，同时，也是优质教育的重要任务。

3、情感教育的研究不仅是新课程改革的重要任务，也是落实新课程标准的重大举措。

4、情感教育研究对克服“应试教育”种种弊端，全面贯彻落实教育方针具有十分重要的意义。

5、情感教育研究，是在教育改革、教育创新的实践中，克服重智商，轻情商的失衡倾向，走出传统的、陈旧的教育误区，不断吸取一切有效的教育实践的合理内核，寻找现代的、自身特有的，比较完善或最具育人效果的教育方式。使情感教育成为最普遍、最可行的、科学而有效的教育实践，开创教育史上的新篇章。

三、本课题研究的基本内容

（一）本课题研究的基本内容

1、情感动力目标。人的一切活动，千头万绪都是与情感因素相关联的。在情感教育过程中，使受教育者获得情感动力，这是受教育者产生或泛化学习、生活源源不绝的内驱力的源泉。

2、情感支柱目标，或称情感意志目标。情感是人的特有属性，或者说情感是人性的本质所在。在情感教育过程中，受教育者所获得的积极、高尚的情感，将成为受教育者一生的精神支柱，是受教育者学习与生活百折不回的意志力量。

3、情感体验目标。因为情感是人对客观与现实的态度体验，所以在一切活动中，只有亲自体验，才具有真切与真实的感受，体验越真，追求越深，这是受教育者学习与生活追求的真情感受力量。

4情感认知目标。在教学过程中，以情优教、以情促知实现情感认知目标，必须注重四个环节，即创设情境、激发情趣、导引情绪、升华情操。在现有的认知方式中，无论是体验学习、愉快学习，还是交往学习、合作学习；还是自主学习、探究学习，或者陈旧的苦学，“应试学习”，都离不开情感因素的影响力，这种影响力是受教育者在学习与生活中求知、成才效果的内部根据。缺乏情感或没有情感的认知，根本说不上认知效果，古今中外无一例外。

5情感管理目标。以“以人为本”的管理理念为导向，优化学校内部管理，提高管理质量和效益，必须确立情感管理策略。即以情感为主线，将情感贯穿于学校管理活动的各个层面和空间，体现人文关怀，强化情感的沟通、情感的交往、情感的合作这种领导管理的亲和力，这是实现“政通人和，令行禁止”的政治局面和形成向心力，并达到“情感留人”的最有效的力量。

（二）预计有哪些突破

1、情感教育行动研究，将为学校优质教育提供最有效的途径，实现实践性突破。

2、情感教育行动研究，将为教育改革与教育创新提供成功经验，实现前瞻性突破。

3、情感教育行动研究，将为学校的研究性管理、研究性教学、研究性学习提供全新的理念和理论支持，实现革命性突破。

四、本课题研究的方法、步骤、方案、预期达到的目标

（一）研究的方法：主要采取行动研究法。辅助研究方法：调查法、观察法、案例法、比较法、文献法等。

（二）预期达到的目标：

1、转变教育观念，树立全新的现代教育理念，提高教职工生命质量，80％以上的教职工熟悉情感教育模式，能自觉应用情感教育模式，开展研究性管理、研究性教学、研究性学习的探索，全面提高管理质量、教育质量、服务质量，实现优质教育目标。在情感教育实践中，全面提高教育者的理论素养。

五 本课题研究参考文献如下：

[1]《心理学》上海人民出版社卢家楣、孔庆委、李其维主编

[2]《情感教学心理学》上海教育出版社卢家楣著

[3]《新课程中教师行为的变化》首教师范大学出版社付道春编著

[4]《教育智慧》——中外教育语录大连出版社王元庆赵满军主编

[5]《教育哲学通论》黄济著

[6]古今中外教育家、名人、学者关于“情感教育”的论述

[7]《西方教育思想史》单中惠主编山西人民出版社

[8]《现代教学的模式化研究》高文主编（《当代中小学课程研究丛书》钟启泉总主编）山东教育出版社

[9]《创新教育——面向21世纪我国教育改革与发展的抉择》中央教育科学研究所《创新教育研究与实验》课题组编教育科学出版社

[10]《为了未来——我的教育观》吕型伟著上海教育出版社

[11]《以情优教理论与实证研究》卢家楣主编上海人民出版社

[12]《教学论概要》张楚廷著湖南教育出版社

[13]《教学目标论》程达著湖南教育出版社

[14]《中国教学论史纲》张传燧著湖南教育出版社

[15]《魏书生教育教学艺术》第四卷漓江出版社

[16]《成功教育》刘京海主编福建教育出版社

[17]《德育环境研究》戴钢书著人民出版社

[18]《学习态度的理论与研究》陶德清著广东人民出版社

[19]《智育心理学》皮连生著（全国中小学教师继续教育教材）人民教育出版社

[20]《解读中国教育》钟启泉金正扬吴国平主编教育科学出版社

第二篇：外语心理学论文

Strategy training in language learning

Abstract

There has been a growing concern on developing students’ independent learning ability in foreign language teaching. We focus on strategy training which closely relates to learner autonomy. After an initial discussion of the necessity of strategy training and major contents which may be included therein, then we conducts a tentative analysis and evaluation of four principle approaches to strategy training and emphasizes the advantage of the strategy-based instruction model. Finally, we points out a number of important factors that call for attention in strategy training.

Key words: teacher’s role, learner strategies, strategy training

摘要

在外语教学中人们越来越重视培养学习者自主学习能力，这里探讨与提高自主学习能力密切相关的外语学习者策略训练问题，对策略训练的必要性和主要内容进行了阐述，同时对策略训练的几种主要模式进行了分析和评估，强调了以策略训练为基础的教学模式的优越性，最后提出策略训练中应注意的几个具体问题。

关键词：教师角色，学习者策略，策略训练

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Contents

Abstract (English)…………………………………………………………..............Ⅰ Abstract (Chinese)......................................................................................................Ⅰ

1. The Definition of Strategy Training ………………………………........................................1

2. The Necessity of Strategy Training in Language Learning………………..…………….…1

3. Patterns of Strategy Training in Language Learning……………………………………....1

A. Pearson &Dole’s Pattern…………………………………………………………………...1

B. Oxford’s Pattern……………………………………………………………………………2

C. Cohen’s Pattern…………………………………………………………………………….2

4. Strategies on Strategy Training in Language Learning…………………………………….3

A. Choosing Appropriate Strategies…………………………………………………………..3

B. Being Aware of the Aim of Strategy Training……………………………………………...3

C. Making Full Use of Assessments by Both Teachers and Students…………………………4

5. Bibliography…………………………………………………………………………………..5

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1. The Definition of Strategy Training

Strategy training has been a very heated study during the late twenty years in applied linguistics. Strategy training can also be defined as learners’ learning methods training. The process of language learning is very complicated which involves many factors like individual characters, age, learning experience and so on of learners. So there is big difference among learners in language learning efficiency. But it shows that successful language learners have something in common- they have their own learning strategies. If we sum up the learning strategies which adopted by those successful language learners and pass them on to other learners in appropriate ways, it must be helpful to improve learners’ language learning.

2. The Necessity of Strategy Training in Language Learning

It's a time while new knowledge are needed but not to emphasize on the ability in obtaining the former knowledge repeatedly. So study on learning strategy is highly heated and is viewed as a necessity in language learning.

It has long been raised that school should establish two basic teaching aims-one is to help students gaining language and communication skills and the other is to help students becoming autonomous, namely, learning how to learn. Learning strategy training is the medium to achieve the goal of autonomous learning. The aim of learning strategy training is to help learners making acquaintance of the importance of strategy deeply and getting to know how to use appropriate strategies when necessary.

3. Patterns of Strategy Training in Language Learning

What kind of strategy the learner actually needs during the over - language learning ? This question decides the contents of strategy training. However, there is no definite conclusion till now. But we might as well investigate the content and classification of strategy first.

A. Pearson &Dole’s Pattern

In 1987, Pearson& Dole proposed firstly strategy training of native language studying, which is also applicable to foreign language studying. This training model includes 5 steps:

（1）One strategy be demonstrated by teacher first, and the usage and importance of the strategy explained;

（2）Lead and help student to practice the strategy;

（3）Review to make the strategy mastered;

（4）The strategy be independently practiced by the student;

（5）Apply the strategy learned to the new learning tasks.

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This strategy training model is based on single-item training. It is to explicitly demonstrate a certain strategy, and to explain the extensive usage of the strategy. Learners may do well in practicing different strategies but it’s a pity that the training content is very limited.

B. Oxford’s Pattern

Oxford have designed a strategy training system on language learning according to several years of foreign language teaching experiences which includes 7 steps:

（1）Let a learner who has never been trained to finish a language task ;

（2）Learners are organized to talk about how they go through the language task given. Give public recognition to the useful strategy that they mention and let he recall how does it promote the learning process;

（3）Suggest to the learner and demonstrate other useful strategies, and explain how to make most of the strategies.

（4）Provide ample time in the process of practicing new strategies when learning languages.

（5）To inform that how the strategies are applied to other study tasks;

（6）Provide new language task to learners, let them select by themselves the strategy to complete these tasks;

（7）Help learners to understand the evaluating process during strategy training and how to make better changes for obtaining.

This training model can inspire learners deeply. It can better transfer learners motivation and to make them learning actively. Learners need not practice the strategies step by step as well because it’s of very loose procedure and some steps can even be practiced at the same time.

C. Cohen’s Pattern

Lately, Cohen has published his strategy- based foreign language teaching model in “The strategies to learn a second language”. This model includes 5 steps:

（1）The teacher gives a probably useful strategy as an example, demonstrating and illustrating it;

（2）Derive more examples according to learners’ experience.

（3）Leading groups or all of the learners together carrying on a discussion about strategies;

（4）Encourage learners to practice all kinds of strategy.

（5）Combine strategies with class daily material together, melt strategy into language task in explicit or implicit way.

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Comparing with the other two kinds of training strategies, Cohen’s is more ideal. It is a kind of strategy training that takes student as a centre. It’s a kind of

strategy training helping learners to apply it into language learning systematically. At the same time, learners has the opportunity sharing the strategy that he likes, and to expand their strategy in the process of completing a language task. Last but not least, the teachers are able to help introducing to learners different strategies based on their learning levels and get the strategies enhanced together with language learning.

4. Strategies on Strategy Training in Language Learning

When more and more responsibility learners are taking, the roles between the teacher and learners need to exchange. So teachers are looked on as promoters in learners’ language learning but not an entire controller. Hereafter, both learners and trainers should pay special attention to some concrete questions as follows:

A. Choosing Appropriate Strategies

The teacher should well consider the demand of the learner and thus helping them to find the most appropriate strategy before carrying on strategy training. A series of question should be paid attention, for example: Who is trainee? What are their language levels? How about learners’ strong and weak points? What kind of strategy does the learner need to be studied? What’s the difference between their own ways on language learning and the strategy the teacher introduced and what lead to this kind of difference? How learner s treat the role of them? Whether the teacher needs to transform learners’ attitudes? Whether the teacher has given learners the opportunity to express them the strategies they are fond of? When selecting the strategy, not only those above questions should be concerned but also the follows: selecting the strategy which relate to learners’ needs; several different strategies can be applied into language leaning at the same time; selecting the strategy which is useful for most learners; try to pay attention to both the easier and difficult strategies which can motivate learners and also be benefit to them.

B. Being Aware of the Aim of Strategy Training

Be clear about the training purpose and pay attention to improve learners’ capability to draw inference from one example.

While carrying on strategy training, the teacher should let the learner totally understand the value and purpose of strategy training. The teacher should inform learners of the importance of strategy as far as possible and lead learners boldly using strategy during different study tasks, and inspire them to draw inference from one example, and learn to make use of these strategies to the new language tasks under different circumstances. At the same time, give learners opportunity to evaluate the

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of new strategy and investigate how and why it’s acting. As researches have shown that learners get well known to the usage and replacement of strategy through strategy training, and it’s possible for them to evaluate the strategies based on their own experience at the same time which contributes the training in return..

C. Making Full Use of Assessments by Both Teachers and Students

Combine the evaluation of teachers and the learners together to ensure strategy training effect.

First, teachers should carry on an evaluation about the strategy training in or after training period, for which is benefit for achieve a better training effect and to promote learners’ language learning in or outside class. Whether a strategy training is successful or not, there’s yet no certain standard. But here are several factors which can be taken as a reference: whether learners’ general language skill and the ability of completing a given task has already improved or not; Whether the new strategy are applied frequently and has increased than before; Whether learners’ attitude has been improved and so on..

Secondly, it’s of the same importance for learners to evaluate themselves on strategy training and it’s a necessity which can provide a useful reference for teachers thus to make the training more efficient.

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Bibliography

1. Benson P &W Lor. Making sense of autonomous language learning: conceptions of learning and readiness for autonomy M. English center monograph, No.2. the university of Hong Kong,1998.23.

2. Stern H H. fundamental concepts of language teaching M. Oxford University Press,1983.414.

3. Wenden A &J Rubin. Learner strategies in language learning M. Prentice Hall International(UK)Ltd,1987.17.

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