语文教学是极富情性化的活动。它既承担着知识与能力的目标,又负载着情感态度和价值观的重担。长期以来,人们关注的往往是教材中的认知与情感因素的挖掘,而不能足够重视教师情感因素对教育教学的作用。而语文学科是一门人文应用科学,知、情、意、人格、情感、性格、心理品质等多方面因素都对语文教师的教学情感提出了很高要求。可是,日常教学中,我们都重视研究教师的智力因素对学生的影响,而对教师的非智力因素对学生的影响却注意不够,克拉斯沃尔和布卢姆说,长期以来,大多数课程的重点,越来越趋向以牺牲情感目标为代价,而只集中在认知上。其实,情感比认知更重要,情感是认知的内驱力,所以,语文教师的情感特征问题在当今创新教育、课程改革中越来越值得研究和重视。 Language teaching is an extremely emotional activity. It bears not only the goals of knowledge and ability, but also the burden of emotional attitudes and values. For a long time, people are often concerned about the excavation of cognitive and affective factors in textbooks, but can not pay enough attention to the role of teacher emotion factors in education and teaching. The Chinese subject is a humanistic applied science. Many factors such as knowledge, affection, intention, personality, emotion, personality, and psychological quality put forward high requirements for the language teachers’ teaching emotion. However, in everyday teaching, we all pay attention to studying the influence of teachers’ intellectual factors on students, and we pay insufficient attention to teachers’ non-intelligence factors. Students have long paid most attention to the curriculum, Kraskwall and Bloom said. The emphasis is increasingly on the cost of sacrificing emotional goals, but only on cognition. In fact, emotion is more important than cognition, and emotion is the inner drive of cognition. Therefore, the problem of the emotional characteristics of Chinese teachers is increasingly worthy of research and attention in today’s innovative education and curriculum reform.