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我们在教学中发现,当学生有兴趣时,他们学得最好;当学生的身心处于最佳状态时,他们学得最好;当学生被鼓舞和被信任时,他们学得最好;当学习内容能够用多种形式来呈现时,他们学得最好;当学生对教师充满信任和热爱时,他们学得最好。洛克在《教育漫画》中也曾指出:“儿童兴致好的时候学习效率要好两三倍。”捷克著名教育家夸美纽撕(Johann Amos Comenius,1592-1670)在《大教学论》中也提出“愉快教学”的思想。一、热情高涨的课前教师自我情绪(WARMINGUP)在情感教学中,教师是构成教学中丰富而复杂的情感现象的一个源点,而这个源点不同于教材,它是一个活生生的、有血有肉、有情有感的人。
We found in teaching that when students are interested, they learn best; when students are at their best, they learn best; when students are encouraged and trusted, they learn best; when They learn best when they can be presented in many forms; they learn best when they are full of trust and love for teachers. Locke also pointed out in his educational cartoons: “Children learn to be two or three times as productive when they are good.” Johann Amos Comenius (1592-1670), a famous Czech educator, Also put forward “happy teaching ” thinking. First, the enthusiasm of pre-class teacher self-emotion (emotion) In the teaching of emotion, teachers constitute a source of rich and complex emotional phenomenon in teaching, and this source is different from the textbook, it is a living, flesh and blood, Emotional people.