1、THEAPPLICATIONOFAFFECTIVEFACTORSTOENGLISHTEACHINGINJUNIORSCHOOLAUTHORXXXXXXSUPERVISORXXXXXXATHESISSUBMITTEDASAPARTIALFULFILLMENTOFTHEREQUIREMENTSFORTHEDEGREEOFBAINENGLISHSCHOOLOFINFORMATIONENGINEERINGXXXXXXXXCOLLEGE,ANHUIPROVINCEAPRIL,2014学位论文初中英语教学情感因素运用姓名（学号）指导老师姓名XXX职称讲师单位XXXXXXX外国语学院专业名称英语申请学级别学
2、士学位授予单位XXXXXXXXXX学院2014年4月THEAPPLICATIONOFAFFECTIVEFACTORSTOENGLISHTEACHINGINJUNIORSCHOOLABSTRACTWITHTHEREALIZATIONOFGLOBALIZATION,ENGLISHPLAYSANIMPORTANTROLEINOURDAILYLIFETHESCALEOFENGLISHEDUCATIONEXPANDSUNCEASINGLYINCHINA,THETEACHINGOFENGLISHGETSREMARKABLEACHIEVEMENTSCLASSTEACHINGISTHEMAINWAYTOIMP
3、ARTTHEKNOWLEDGEOFENGLISHHOWEVER,THEENGLISHTEACHINGINJUNIORSCHOOLSTILLEXISTSTHEEMPHASISONONESIDEDANDNEGLECTINGTHEAFFECTIONSOMETEACHERSLACKTHEAFFECTIVEACCOMPLISHMENTTHETEACHINGOFTHENEGLECTTOTHECULTIVATIONOFSTUDENTSHUMANITIESACCOMPLISHMENTTHECLASSTEACHINGMETHODISSINGLEANDTHEATMOSPHEREISDEPRESSINGASACON
4、SEQUENCE,MANYSTUDENTSHAVENOINTERESTSTOLEARNENGLISH,ANDTHEPOLARIZATIONOFGRADESISOBVIOUSINTHESTAGEOFBASICEDUCATION,ENGLISHCOURSEISNOTONLYTODEVELOPSTUDENTSLANGUAGEKNOWLEDGEANDTHECOMPREHENSIVEABILITYTOUSELANGUAGE,BUTALSOSHOULDEDUCATESTUDENTSPOSITIVEAFFECTIVEATTITUDETHEREFORE,HOWTOSTIMULATETHEMOTIVATIONO
5、FSTUDENTS,MAKETHEMBUILDSELFCONFIDENCE,ANDACCOMPLISHEDTHEPOSITIVEAFFECTIVEINTERACTIONBETWEENTEACHERSANDSTUDENTSINORDERTOIMPROVETHEEFFECTOFENGLISHLEARNINGISANIMPORTANTRESEARCHSUBJECTTHISPAPERCONSISTSOFFIVEPARTSTHEFIRSTPARTINTRODUCESTHEBACKGROUNDOFTHESTUDYTHESECONDPARTGIVESTHETHEORETICALBASISOFAFFECTIV
6、ETEACHINGTHETHIRDPARTEXPLAINSTHEFUNCTIONOFAFFECTIONANDTHEEFFECTTOTEACHINGENGLISHTHEFOURTHPARTDESCRIBESHOWTOAPPLYTHEAFFECTIVEFACTORSTOENGLISHTEACHINGINJUNIORSCHOOLTHELASTPARTEMPHASIZESTHEIMPORTANCEOFEMOTIONKEYWORDSAFFECTIVEFACTORSENGLISHTEACHINGAPPLICATION初中英语教学情感因素运用内容摘要随着全球化的实现，英语在我们的生活中扮演了更为重要的角色。
7、我国英语教育规模不断扩大，英语教学取得了显著的成就，课堂教学是传授英语知识的主要方式。然而，在中学英语教学中仍然存在着忽视情感的现象。一些教师缺乏必要的情感修养,教学中忽视对学生人文素养的培养,导致课堂教学方法单一、气氛沉闷，结果造成许多学生对英语不感兴趣，成绩两极分化明显。基础教育阶段的英语课程不仅要发展学生的语言知识及语言综合运用能力，而且必须培养学生积极向上的情感态度。因此如何激发学生学习英语的动机，使学生树立自信心，在英语课堂上实现教师与学生之间及学生与学生之间的积极情感互动，以提高英语学习效果是一项重要的研究课题。本篇论文由五部分构成。第一部分介绍了研究的背景。第二部分给出了情感教学
8、的理论基础的构成。第三部分解释了情感功能对英语教学的影响。第四部分介绍了如何在初中英语教学中应用情感因素。最后一部分再次强调了情感的重要性。关键词情感因素；英语教学；应用THEAPPLICATIONOFAFFECTIVEFACTORSTOENGLISHTEACHINGINJUNIORSCHOOLTHESISSTATEMENTTHISTHESISDISCUSSESTHEFUNCTIONSANDTHECONCRETEAPPLICATIONOFAFFECTIVEFACTORSINJUNIORENGLISHTEACHINGITAIMSATPROVIDINGSOMEREFERENCESFORJUNIOR
9、ENGLISHTEACHERSTOIMPROVETHEIRTEACHINGEFFICIENCYOUTLINEINTRODUCTIONTHERATIONALEOFAFFECTIVETEACHINGAHUMANISMPSYCHOLOGYTHEORYBTHELEARNINGTHEORYOFCONSTRUCTIVISMCCONSTRUCTIVISTTHEORYOFAFFECTIVEDEVELOPMENTTHEFUNCTIONSOFAFFECTIVEFACTORSTOENGLISHTEACHINGATHEDYNAMICFUNCTIONOFTHEAFFECTIONBTHEREGULATIONFUNCTIO
10、NOFAFFECTIONCTHECONATIVEFUNCTIONOFAFFECTIONDTHECOORDINATIONFUNCTIONOFAFFECTIONTHEAPPLICATIONOFTHEAFFECTIVEFACTORSTOENGLISHTEACHINGINJUNIORSCHOOLABUILDINGHARMONIOUSTEACHERSTUDENTRELATIONSHIPBSTIMULATINGSTUDENTSENTHUSIASMCIMPROVINGTEACHINGSTRATEGIESDSELECTINGINTERESTINGTEACHINGMATERIALSCONCLUSION1THEA
11、PPLICATIONOFAFFECTIVEFACTORSTOENGLISHTEACHINGINJUNIORSCHOOLINTRODUCTIONWITHTHEIMPLEMENTATIONOFGLOBALIZATION,ENGLISHPLAYSANIMPORTANTROLEININTERNATIONALCOMMUNICATIONFORTHISREASON,MOREANDMOREPEOPLEBEGINTOJOINENGLISHLEARNINGTOADAPTTOTHESOCIALNEEDSPRACTICESSHOWTHATUSINGTHEAPPROPRIATEMETHODSCANHELPLEARNER
12、SIMPROVETHEIRLEARNINGABILITYHOWEVER,DURINGCLASSTEACHING,ALOTOFTEACHERSTHINKTHATTHETASKOFTEACHINGISJUSTTOIMPARTKNOWLEDGE,THEMOSTIMPORTANTTHINGISTHEGRADEOFSTUDENTSTHEYDONTPAYATTENTIONTOWHETHERTHESTUDENTSINTERESTEDINTHECOURSE,ANDWHETHERSTUDENTSKNOWHOWTOLEARNTHEMEANINGOFCURRICULUMTHEREFORE,MANYSTUDENTSR
13、EMEMBERKNOWLEDGEMECHANICALLYANDLOSTTHEIRINTERESTINLEARNINGENGLISHSTEPBYSTEPATTHESAMETIME,DURINGTHEENGLISHCLASS,THETEACHERWHOOFTENPLAYALEADINGROLEINTHECLASSSOTEACHERSSHOULDPAYATTENTIONTOSTUDENTSINNERAFFECTANDHELPTHEMTOBUILDAPOSITIVEANDHEALTHYIMPACTTOPROMOTETHEIRENGLISHSTUDYASTHEPROVERBSAYSTHATGOODBEG
14、INNINGISHALFDONETHEREFORE,IFTEACHERSCANPAYMOREATTENTIONTOTHEINFLUENCEOFSTUDENTS,TOHELPSTUDENTSFORMBENEFICIALHABITSTOSTUDYITISNOTONLYBENEFICIALTOOURENGLISHSTUDY,BUTALSOUSEFULFOROTHERCURRICULUMSSTUDYITCANBEHELPFULINOURLIFESOTEACHERSSHOULDLEARNTOUSETHEAFFECTIVEFACTORSTOENGLISHTEACHINGYANGUOCAI,ACHINESE
15、PSYCHOLOGISTHEBELIEVEDTHATTHEEMOTIONISTHECONSCIOUSNESSOFHUMANTOAOBJECTSVOLATILITYANDINFECTIOUSVOLATILITYANDINFECTIOUSARETHETWOBASICCHARACTERISTICSOFEMOTIONYANZHOUCAI,2001THEEXPERTOFEMOTIONALEDUCATION,PROFESSORLUJIAMEIBELIEVEDTHATAFFECTION2ISDIVIDEDINTOTHENARROWANDBROADSENSEINANARROWSENSE,AFFECTIONIN
16、CLUDESMOOD,EMOTIONANDSENTIMENTFROMTHEGENERALIZEDPOINTOFVIEW,ALSOINCLUDINGMOTIVATION,INTEREST,ATTITUDE,CHARACTER,VALUESLUJIAMEI,2002THERATIONALEOFAFFECTIVETEACHINGAHUMANISMPSYCHOLOGYTHEORYIN1950S,RAISINGANEWSCHOOLCALLEDHUMANISMSCHOOL,WHICHISALSOKNOWNASEMOTIONALSCHOOLALLASPECTSOFTHESCHOOLANDARECONCERN
17、EDABOUTHUMANNATURE,EMOTION,INTELLIGENCE,POTENTIALITY,OBJECTIVE,HOBBIES,INTERESTSANDVALUEOFHUMANEXPERIENCE,ITSPHILOSOPHICALFOUNDATIONISTHEWESTERNHUMANISMTRADITIONANDMODERNEXISTENTIALISMITEMPHASIZESTHEEFFECTOFAFFECTIONONLANGUAGEACQUISITIONHUMANISTICPSYCHOLOGYISRICHINCONTENT,INCLUDINGTHEDOCTRINEOFGOODH
18、UMANNATURE,HIERARCHICALTHEORYOFNEEDS,SELFREALIZATIONTHEORY,THEORYONEDUCATIONREFORM,ETCTHESETHEORIESNOTONLYHAVERELATIVEINDEPENDENCE,BUTALSOHAVECLOSEINNERLINKTHESETHEORIESHAVEADIRECTSIGNIFICANCEFOREDUCATIONTHESCHOOLOFTHOUGHTTHATTEACHINGISFORTHESTUDENTSTOSELFREALIZATIONTOCREATEASAFEANDRELAXEDLEARNINGEN
19、VIRONMENT,SOTHATSTUDENTSCANACTIVELYPARTICIPATEINTHEPROCESSOFEDUCATIONTHEHUMANISTICSCHOOLAFFIRMEDTHEHUMANNATURE,THEYPAYATTENTIONTOTHEINHERENTNEEDOFPEOPLEANDEMPHASIZETHECREATIVEPOTENTIALOFHUMANTHESEARETHECHALLENGETOTRADITIONALEDUCATION,ESPECIALLYINTHEIMPORTANCEOFDEVELOPINGSTUDENTSPERSONALITY,PLAYTHEPO
20、TENTIALOFSTUDENTS,HASEXERTEDANEXTENSIVEINFLUENCEONTHECHINESEEDUCATIONALCIRCLESHUMANISTICPSYCHOLOGYMAJORFOUNDERMASLOWTHINKTHATLEARNINGISBYTHEINSIDEOUTPROCESS,RATHERTHANBYTHEOUTSIDEINPROCESSTHETEACHERCANTFORCESTUDENTSTOLEARN,THELEARNINGACTIVITIESSHOULDBETHEIROWNCHOICESANDDECISIONSTHETEACHERSTASKISGUID
21、ANCE,STUDENTSHAVETHEPOTENTIALABILITYSOTHETEACHERNEEDSTODOISTOSETAGOODLEARNINGENVIRONMENTFORSTUDENTS,LETTHESTUDENTSAUTONOMOUSLEARNINGMATALOSSTUDENTCENTEREDEDUCATIONHASEXERTEDAGREATINFLUENCEONTHESTUDENTSANDTEACHINGTHEEDUCATIONALTHOUGHTOFRODGERSISMOREDETAILEDRODGERSSYSTEMATICALLYELABORATEDTHEEDUCATIONA
22、LIDEAOFHUMANISM3PSYCHOLOGYINTHEFREEDOMTOLEARNHISEDUCATIONALTHEORYONTRADITIONALEDUCATIONISAKINDOFRIGIDEDUCATIONMODE,EDUCATIONCOULDNTPROVIDESTUDENTSWITHTHEDEVELOPMENTANDREVEALTHEMEANINGOFKNOWLEDGEANDLEARNTOPRODUCECORRECTEMOTIONOPPORTUNITYHEOPPOSEDTHATSUPPRESSEDTHEPSYCHOLOGICALCHARACTERISTICSOFSTUDENTS
23、,IGNORINGANDSIMPLYTEACHINGKNOWLEDGE,THEDEVELOPMENTINTELLIGENCEEDUCATIONHEADVOCATEDTORESPECTANDDEVELOPPERSONALITY,HEEMPHASISEDONSTUDENTSASTHECENTEROFTHEHUMANISTEDUCATIONANDOPPOSEDTHETRADITIONALSUBJECTSTATUSOFTEACHERSHEBELIEVETHATWESHOULDINSPIRETHESTUDENTSTOACTIVELEARNINGHEADVOCATEDTHATLEARNINGINVOLVE
24、STWOPROCESSES,ONEISTHEUNDERSTANDINGOFTHEPROCESS,ANOTHERISTHEAFFECTIVEPROCESSTHEAFFECTIVEDEVELOPMENTPROCESSNOTONLYREFERSTOTHELEARNERSPERSONALITYCHANGES,BUTALSOREFERSTOLEARNERSATTITUDE,EMOTION,WILL,BEHAVIORANDPERSONALITYETCHEPOINTEDOUTTHATTHEPURPOSEOFEDUCATIONNOTONLYINCLUDESTHECOGNITIVEDEVELOPMENT,SHO
25、ULDALSOINCLUDESAFFECTIVEDEVELOPMENTITISTHEWHOLEPERSONEDUCATIONHEBELIEVESTHATTHEPURPOSEOFEDUCATIONISTOSTIMULATESTUDENTSLEARNINGMOTIVATION,TODEVELOPTHEIRPOTENTIALSTHENFORMINGASELFCONCEPTANDAPOSITIVEVALUESYSTEM,SOTHATTHEYCANEDUCATETHEIRSOBETWEENTHETEACHERSANDTHESTUDENTSSHOULDHAVEAGOODPOSITIVEEMOTIONEXC
26、HANGE,INORDERTOCREATEAGOODEDUCATIONALENVIRONMENTBTHELEARNINGTHEORYOFCONSTRUCTIVISMCONSTRUCTIVISMLEARNINGTHEORYISFORMEDBYTHEDEVELOPMENTOFTHREEPHILOSOPHYIDEOLOGICALTRENDANDTHEPSYCHOLOGICALDEVELOPMENTTHEORYOFVYGOTSKYITASSERTSTHATKNOWLEDGECOMESFROMTHEMEANINGOFSOCIALCONSTRUCTIONLEARNERSSHOULDINTERACTWITH
27、EACHOTHERINTHESOCIALSITUATIONCONSTRUCTIVISMBELIEVESTHATLEARNINGANDUNDERSTANDINGDOESNOTEXISTONLYONPAPER,ITISALWAYSINVOLVETHEORIGINALCOGNITIVESTRUCTUREOFLEARNERSTHEYALWAYSUSETHEIROWNEXPERIENCETOUNDERSTANDANDCONSTRUCTNEWKNOWLEDGEORINFORMATIONANDEMPHASIZETHEBASALIMPACTTOGETNEWINFORMATION,INTERESTS,KNOWL
28、EDGECONSTRUCTIVISMBELIEVESTHATTHELANGUAGEKNOWLEDGEINANYKINDOFENVIRONMENTISDEVELOPEDBASEDONTHEEXPERIENCEOFTHATENVIRONMENTIFITDOESNTHAVEEXPERIENCE4INAKINDOFENVIRONMENT,LEARNERSWILLNOTGETTHEMODEOFLANGUAGECOMMUNICATIONINTERMSOFLEARNINGFOREIGNLANGUAGE,THETASKOFTEACHERSISTOUNDERSTANDSTUDENTSINTERESTS,MOTI
29、VATION,SOTHATWECANCREATEALLKINDSOFACTIVITIESTOHELPSTUDENTSSTUDYLANGUAGEWENEEDTOREGARDCOMMUNICATIONASTHEPURPOSEOFLEARNINGFOREIGNLANGUAGEANDPROVIDELOTSOFOPPORTUNITIESTOSTUDENTS,SOTHATTHESTUDENTSCANLEARNFROMEACHOTHER,SOLVETHEQUESTIONSTHATTHEYFACEDTHENWESHOULDHELPTHEMTOUNDERSTANDTHEKNOWLEDGEWETEACHTHEMC
30、CONSTRUCTIVISTTHEORYOFAFFECTIVEDEVELOPMENTTHETHEORYOFCOGNITIVEDEVELOPMENTOFPIAGET,GETSMUCHFOCUSOVERTHEYEAR,ITHAVEAHUGEIMPACTTOEDUCATIONANDENGLISHLEARNINGACCORDINGTOTHETHEORY,THEREARETWOASPECTSABOUTTHEINTELLECTUALDEVELOPMENTANDAFFECTIVEDEVELOPMENT,THEMENTALACTIVITYSYNTHESIZETHEINTELLECTUALDEVELOPMENT
31、ANDAFFECTIVEDEVELOPMENT,THEYAREINDIVISIBLEEMOTIONANDCOGNITIONDEVELOPEDCONTINUALLYJUSTLIKETHECOGNITIVEDEVELOPMENT,THEPROCESSOFAFFECTIVEDEVELOPMENTISAPROCESSOFTHEAFFECTIONTOKEEPBALANCEPIAGETBELIEVEDTHAT“WECOULDNTFINDTHEBEHAVIORWHICHONLYHAVEAFFECTIVEFACTORANDHAVENOCOGNITIVECOMPONENT,ATTHESAMETIMEWESTIL
32、LCOULDNTFINDBEHAVIORTHATONLYHAVECOGNITIVECOMPONENT”ZHANGDAJUN，1999THECOREOFINTELLECTIVEDEVELOPMENTIS“BALANCE”,ITISNOTONLYCOGNITIVE,BUTALSOAFFECTIVEPEOPLEFEELDISCONTENTEDWITHTHEEXTANTWAYTOSOLVESOMEPROBLEMS,WHICHCANENCOURAGEPEOPLETOFINDAHIGHERLEVELOFCOGNITIVEABILITY,TORECONSTRUCTTHEORIGINALCOGNITIVEST
33、RUCTURE,INORDERTOACHIEVEANEWBALANCEBETWEENCOGNIZANCEANDAFFECTIONACCORDINGTOTHETHEORY,AMORECOMPLETEDESCRIPTIONOFTHEDEVELOPMENTOFEMOTIONFORMED,HEPOINTEDOUTTHATEMOTIONISBUILTINSOCIALRELATIONSANDSOCIALCOMMUNICATION,ONLYTHROUGHCOMMUNICATINGWITHPEOPLETOREALIZETHEHEALTHYDEVELOPMENTOFEMOTIONDUANSUPING,2002H
34、EPUTSPECIALEMPHASISONTHATEMOTIONISNOTONLYCONTROLORINFLUENCE,BUTALSOISTOBECONSTRUCTEDPEOPLEWILLTRYTOASSIMILATEITINTOANEXISTINGSTRUCTURE,WHENHEFACEDWITHNEWSITUATIONSANDNEWTHINGSOREVENTS,THENALONGWITHTHEDEEPERUNDERSTANDING,HEWILLTHINKABOUTTHEIR5DISTINGUISHINGFEATURESANDCHANGESLOWLYINTHEEXISTENTSCHEME,H
35、EWILLADAPTTOTHEDEMANDOFTHECOGNITIVEANDAFFECTIVESOCIALCOMMUNICATIONPLAYSAVERYIMPORTANTROLETOAFFECTIVEDEVELOPMENT,ALLKINDSOFTHEAFFECTIVECONSTRUCTIONAREDEPENDENTONTHECONCEPTOFSOMERELATIONSBETWEENSELFANDOTHERSONTHEOTHERHAND,THROUGHTHEREALCOMMUNICATION,PEOPLECANLEARNTOIDENTIFYANDDESCRIBETHEIRFEELINGS,THE
36、YWILLTHINKABOUTTHEREASONOFPROVIDINGSOMEEMOTIONANDTAKINGAPPROPRIATEACTIONS,THENADJUSTEDBYTHEMSELVESTHEEMOTIONALDEVELOPMENTTHEORYOFCONSTRUCTIVISMISANEWVIEWITSMEANINGISNOTTOPROVIDEASETOFOPERATINGPROCEDURES,BUTGETDEEPERUNDERSTANDINGABOUTTHEESSENCEOFLEARNINGTHROUGHTHEFOCUS,FROMMOREEFFECTIVELYGUIDETHETEAC
37、HINGPRACTICESOWECANGUIDEMOREEFFECTIVELYINTHETEACHINGPRACTICETHECLOSERELATIONSHIPBETWEENCOGNITIONANDAFFECTIONININTELLECTUALDEVELOPMENTTELLSUSTHATTHEPROCESSOFFOREIGNLANGUAGELEARNINGISALSOTHEPROCESSOFCOGNITIVEANDAFFECTIVEBUILDINGTOSOLVETHEWEARINESSOFFOREIGNLANGUAGELEARNING,THEUTILITYOFFOREIGNLANGUAGELE
38、ARNINGANDOTHERUNDESIRABLEPHENOMENAASTEACHERS,WESHOULDFULLYRECOGNIZETHECOGNITIVEANDAFFECTIVEPROCESSESINTHEFOREIGNLANGUAGEINTHESAMEIMPORTANTROLES,THEYAREMUTUALINFLUENCE,MUTUALCONSTRAINTS,INDIVISIBLEIDEALFOREIGNLANGUAGELEARNINGPROCESSSHOULDMAKESTUDENTSEXPERIENCEANDCONSTRUCTTHEPOSITIVEAFFECTIONS,STIMULA
39、TESTUDENTSMOTIVATION,REDUCETHEIRANXIETYONFOREIGNLANGUAGELEARNINGSOTODEVELOPTHEIRLANGUAGE,LEARNINGANDPOSITIVEATTITUDEASLEARNERSTHEMSELVESFROMTHEWHOLECULTURE,WHICHISALSOACTIVELYPROMOTINGTHEHEALTHYDEVELOPMENTOFSTUDENTSAFFECTIONTHEFUNCTIONSOFAFFECTIVEFACTORSTOENGLISHTEACHINGATHEDYNAMICFUNCTIONOFTHEAFFEC
40、TIONITREFERSTOTHEFUNCTIONOFAFFECTIONHAVEINCREASEDORDECREASEDPOWERTOPEOPLESACTIVITIES,THISISANIMPORTANTFUNCTIONOFHUMANAFFECTIONTHATTHEMODERNPSYCHOLOGYREVEALEDINTHEPAST,PEOPLECONSIDERJUSTTHEMOTIVECANPROMOTEPERSONSBEHAVIOR,THEAFFECTIONAPPEAREDONLYWHENTHEBEHAVIORSATISFYTHENEEDORNOTSATISFYING,ITHADNOEFFE
41、CTONBEHAVIORBUTRESEARCHSHOWSTHATAFFECTIONISNOTONLYA6KINDOFEXPERIENCEWHICHPRODUCEDBYTHEACTIVITYOFHUMANPRACTICEBUTALSOHAVEADIRECTIMPACTONHUMANBEHAVIORFOREXAMPLE,ONEPERSON,INTHESAMEMOTIVATION,UNDERDIFFERENTSITUATIONS,ONEISINAHIGHMOODANOTHERINDEPRESSION,THEMOTIVATIONOFWORKHASAVERYOBVIOUSDIFFERENCEINTHEF
42、ORMERCASE,THEPERSONGOALLOUT,CANOVERCOMETHEDIFFICULTIESTOACHIEVESUCCESSBUTINTHELATTERCASE,THEPERSONDEPRESSED,HECOULDNTSOLVETHETROUBLEHEFACEDIFAPPLYTHISFUNCTIONOFAFFECTIONINTEACHING,WECOULDBEABLETOFULLYMOBILIZETHEENTHUSIASMANDINITIATIVEOFTHESTUDENTSTEACHINGACTIVITIESAREDIFFERENTFROMTHECOMMONCOGNITIVEB
43、EHAVIOR,ITNEEDSTHESTUDENTSWITHINTHEPRESCRIBEDTIME,ACCORDINGTOTHERULESFORTHEPRESCRIBEDCONTENTSANDRECEIVEDREGULATIONOFCOGNITIVEOPERATIONEVENWITHSTUDENTSHAVETHELEARNINGMOTIVATION,BUTINADIFFERENTTIME,THESTATESOFSTUDENTSAREDIFFERENTUSUALLYSTUDENTSWILLREGULATETHEIRLEARNINGSTATEBYTHEIRWILL,HOWEVER,PRACTICE
44、HASPROVEDTHATONLYBYTHEWILLISNOTENOUGH,BECAUSETHEAFFECTIVESTATESADJUSTSTUDENTSATTITUDETOWARDTEACHINGINOTHERWORDS,AFFECTIONDECIDETHEIRTEACHINGATTRACTIVEOROBJECTIONABLE,DECIDEDTHEATTENTIONOFSTUDENTSINTEACHING,INTEREST,SATISFACTION,POSITIVE,UPLIFTINGORUNCONCERN,NEGATIVE,NOTSATISFIED,DEPRESSEDSOONLYUSETH
45、EPOWERFUNCTIONOFTHEEMOTIONCOULDMOBILIZETHEENTHUSIASMOFSTUDENTSANDIMPROVETHETEACHINGEFFECTBTHEREGULATIONFUNCTIONOFAFFECTIONITMEANSTHATTHEAFFECTIONAFFECTTHEABILITYOFORGANIZATIONORDISINTEGRATIONITISAVARIETYOFNONINTELLIGENCEFACTORS,WHICHTHEONLYDIRECTPSYCHOLOGICALFACTORSAFFECTEDTHECOGNITIVEACTIVITIES,ITI
46、STHEWAYCANDIRECTCONNECTWITHNONINTELLIGENCEFACTORSANDINTELLIGENCEFACTOR,DIRECTLYAFFECTTHEOPERATINGACTIVITIESONSTUDENTSINTHEPASTPEOPLEUSUALLYTAKETHEEMOTIONASTHEANTITHESISOFREASONTOKNOW,THEYBELIEVETHATAFFECTIONCANONLYINFLUENCETHEADVANCEDFORMOFCOGNITIVEACTIVITIES,BUTMODERNRESEARCHSHOWEDTHATAGOODMOODISGO
47、ODFORCOGNITIVEACTIVITIES,BUTNOTSUITABLEAFFECTIONWILLDISTURBANDDESTRUCTTHECOGNITIONACTIVITIESOFTHESTUDENTSTHECOGNITIVEPROCESSOFAFFECTIONPROVIDEDAGREATINFLUENCEINTWOASPECTS,ONEISTHATMEDIUMFUNCTIONOFAFFECTIONCONDUCIVETOINTELLECTUALACTIVITIES,ANDTOOHIGHORTOOLOWSTRENGTHARENOTCONDUCIVETOTHEACTIVITYANOTHER
48、ISTHEHAPPYAFFECTIONIS7CONDUCIVETOINTELLECTIVEACTIVITIES,MEANWHILEPAIN,FEARANDANGERISNOTCONDUCIVETOTHEACTIVITYTHERESEARCHINCHINAALSOSHOWSTHATINTERESTANDPLEASUREPROVIDETHEBESTAFFECTIVEBACKGROUNDFORTHEINTELLECTUALACTIVITY,BECAUSETHEAFFECTIVESTATEATTHISMOMENTISMOSTCONDUCIVETOIMPROVETHEEFFICIENCYOFPERSON
49、ALOBSERVATION,MEMORY,IMAGINATION,THINKING,SOLVINGPROBLEM,ETCTHEAFFECTIVEADJUSTABLEFUNCTIONINTEACHINGISHELPFULTOIMPROVETHEEFFICIENCYOFSTUDENTSCOGNITIVEACTIVITIESTEACHINGACTIVITYISALSOACOGNITIVEACTIVITY,BUTITISDIFFERENTFROMTHECOGNITIVEACTIVITIES,ITREQUIRESTHESTUDENTSTOABSORB,PROCESSING,STORINGLARGEAMOUNTSOFINFORMATIONINASHORTTIME,THISNEEDSSTUDENTSHAVEHIGHERLEVELOFINTELLIGENCEACTIVITIESTHETRADITIONALTEACHINGHASUSEDTHE“SPOONFEEDING“WAYTOSOLVETHECONTRADICTIONBETWEENTHE“SHORTTIME“AND“AMOUNTSOFINFORMATION“,BUTITWONTWORKOUREDUCATIONALWORKERSTHROUGHTHERESEARCHFOUND
