英语课程标准提出“采用活动途径,倡导体验参与”的理念,要求教师在教学过程中注意设计课堂活动,对学生的情感充分关注,让学生在教师的指导下,通过感知、体验、实践、参与和合作等活动方式,形成积极的学习态度,促进语言实际运用能力的提高。长期以来,教学过程中学生的情感是容易忽视的问题,不少教师在复习阶段中常常只注重教学内容的传授,只顾教学过程的推进,而忽视了学生情感的调控。学生的成绩提高了,他们便认为学生的学习态度端正,学习目的明确,学习刻苦,学习的方法也是正确的;如果成绩不理想了,则简单归结为学生的学习态度有问题,学习不够刻苦等等。对性格内向且处于情感焦虑和抑制状态的学生,如果在复习阶段缺少轻松活泼、贴近生活、通俗易懂的课堂活动,肯定学不好英语。如果教师在复习课中给予充分关注、引导这类学生调整好情感,积极主动参与到课堂的活动中,多让同学和教师交流,完全可以取得理想的学习效果。 The English curriculum standard puts forward the concept of “using activities and advocating experience participation”. It requires teachers to pay attention to designing classroom activities during the teaching process and pay full attention to the students’ feelings. Students should be able to perceive, experience and practice under the guidance of teachers. Activities such as participation, cooperation, etc. form a positive attitude towards learning and promote the improvement of the actual use of language. For a long time, students’ emotions in the teaching process are easily overlooked problems. Many teachers often pay attention to the teaching content during the review stage, and they only pay attention to the advancement of the teaching process, and neglect the adjustment of students’ emotions. The student’s grades have improved. They believe that students’ learning attitudes are correct, their learning objectives are clear, their learning is hard, and their learning methods are correct. If their grades are not ideal, they are simply attributed to students’ learning attitudes, learning difficulties, etc. Wait. Students who are introverted, emotionally anxious, and depressed should not learn English well if they lack a lively, close-to-life, easy-to-understand classroom activity during the review stage. If teachers give sufficient attention in the review class, guide such students to adjust their emotions, and actively participate in the activities of the classroom, they will be able to communicate more with classmates and teachers and can achieve ideal learning results.