Analysis of emotional education in primary schools teaching the role and significance毕业论文翻译.docx
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Analysis of emotional education in primary schools teaching the role and significance毕业论文翻译.docx
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Analysisofemotionaleducationinprimaryschoolsteachingtheroleandsignificance毕业论文翻译
Analysisofemotionaleducationinprimaryschoolsteachingtheroleandsignificance
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PaperKeywords:
emotionalsignificanceoftheroleofeducationAbstract:
languageteachingintomodernteachingtotwomajorareasofcognitionandemotion,butinteachingpractice,manyteachersduetotraditionalteachingphilosophy,intheteachingprocess,willbetalkingaboutwhattheirrequirementsspecificationforthestudents,Studentsdonotpayattentiontotheemotionalandintellectualcuriosity,desiretocreate,listentostudentsplacedinapassiveposition,cannotmobilizetheenthusiasmofstudents.Iproceedfromthemanyyearsofteachingpracticefromaharmoniousrelationshipbetweenteacherstohelpstudentsbuildself-confidenceandwillpowertolearnknowledge,tostimulatestudentinterestinlearning,studentsdevelopimagination,curiosityfouraspectsofemotionaleducationinprimaryschoolteachingroleandsignificancearedescribed.
Emotionaleducationisdesignedtohelpstudentsunderstandtheteachingofknowledge,knowledgeatthesametime,resultinginchangesinsubjectiveexperiencetopromotetheirfeelingsinotherwords,emotionalfactorsplayalearningprocessnotonlypromote,strengthen,guide,maintenanceandregulation,topromoteknowledgeonandsmartplay,butalsothepsychologicalhealthofstudents,noblecharacter,goodmoralcharacterplaysahugeroleintheformation.
Itispreciselybecausetheemotionaleducationtothestudentstoacquireknowledgeandimprovetheabilitytohavegreateffectiveness,toenhancestudents’pursuitofknowledge,neverholdingendurance,alltimesofmanyeducators,attachesgreatimportancetothestudentstheemotionalpenetration,fromdifferentangles,thetheemotionalcontentofeducation,methods,procedurescarriedouttoexplore.wasconsecratedafterthe‘sageandteacher,’‘JesusChristBiao,’thegreateducatorConfuciusinancientChinathatteachersshouldlovestudents,loyaltothefaculty,hesaid:
‘Loveit,cannotlabororDown?
ZhongYan,Huialmostcannot?
‘Thisstudent-ChungHui,hardworkingspirit,isateachershouldhavetheemotionalqualityoftheFrenchEnlightenmentthinkerRousseaueducatorfromahumanitarianpointofrequiringlovechildrenandrespectforchildren,accordingtothenatureofchildrentoeducation,educationmustadapttonature,toadapttotheagecharacteristicsofchildren,toteachtheirchildrengoodfeelings,willandjudgments.Thisclearlypointsouttheemotionalstartingpointofeducation-thechild’spsychologicalcharacteristicsandpurpose-toteachtheirchildrengoodqualityandskills.Waysandmeansloveforthestudents,theSovietUnioneducatorSuhomlinskisaid:
‘Toeducate,wemustfirstconcern,thoughtfully,carefultotouchtheheartsofyoungpeople.’EducatorTaoofChinaalsosaid:
‘Topayattentiontowattsunderyourpointer,yousitinNewton,Edison,yourlaughthere.’greateremphasisonmoderneducationamongtheemotionaleducationintheteachingposition,theemotionaleducationthatimprovetheinteractionbetweenteachersandstudentsheighttodescribe:
warmcaringteacherstothestudents,strictrequirements,makeeveryefforttothehealthygrowthofservicesforstudents,teachers,care,lovestudents,studentswillbeencouragedtobemorerespectforteachers,loveoflearning,theeducationofstudentsto‘Xiaowithreason,andemotionallymoving,guidedbylove,perseverance.‘-bothingeneralandtheemotionalprocessofeducation,butalsopointedoutthewaysandmeansofemotionaleducation.
Richhistoryofhumanculturaldevelopmentofeducationaltheory,bearsanextremelyvaluableresourceofemotionaleducationtoday,scienceandtechnologyaredevelopingfast,rapidturnoverofknowledge,understandingthefieldofnewconcepts,newdoctrineafteranother,thedemandfortalentisincreasinglybroadandstrictlyontheirownlearning,lifelonglearningtoadapttosocialchangeweaponandemotionaleducationtheoryofinnovation,in-depthincrease,thusbecomeapriority.
Modernteachingtheorytoteachingisdividedintotwoareas:
First,theabilitytolearnandtodeveloptargetedcognitivedomains,firstlearntolovethesubjecttomoral,aesthetictasteandpersonalitydevelopmentasthegoaloftheaffectivedomain.ThishasbeenachangeintheexaminationofChina’seducationsystem,education,attentiontoimpartknowledge,buildcapacityindevelopingintellectual,emotionalneglectorunderestimatetheimportanceofeducationintheteachingroleoftheone-sidedness,whichisaneweraofschooleducationnecessaryrequirementthetraditionaltheoryofemotionaleducationtodevelopanddeepen.
Iengagedinteachingprimaryeducationformanyyears,greateffortsnotonlyintheorytoexploretheemotionaldepthdiscussionofeducationandideas,butalsointheactualteachingthempersonally,toexplorepracticalwaysofemotionaleducation,teachingwithremarkableresults,theemotionaleducationInthecourseofteachingtheroleandsignificanceofadeeper,morecomprehensiveexperienceandunderstanding.
First,theemotionaleducationcanbeaharmoniousrelationshipbetweenteachers,enhanceteachereducationandteachingstudentstoreceivetheconsciousnessandinitiative
Teacher-studentrelationshipisthemostbasichumanrelationsschool,themostimportantaspectsandonlytoestablishagoodteacher-studentrelationship,inordertohavethenormalteachingorder,inordertocontinuouslyimproveteachingquality.Studentsareacquiringknowledgeandshapingthecharacteroftheinitialstage,curiosity,sensitiveheartmorestrongly,veryrichimagination,andknowledgeofthemindislikeatendergrass,anddoesalittleweatheredattacks,ifteachersintheclassroomtotalktofriendsthewaytoimpartknowledge,toovercometheirfearofthepsychologicalenhancetheircuriosity,curiosityandimagination,youcanprintthewordsanddeedsofteachersinthebrain,consistentattheline,willingtoaccepteducation,learningoftheconsciousness,theinitiativesignificantlyenhancedtherelationshipbetweenteachersandstudentsalsoverywellso,asateacher,eithertoallorindividualstudentsineducation,weshouldtreatthemwithrealfeelings,eveniftheyaretofacecold,coldhearttowardstheteacher’shelp,teachershavetospringlikeawarm,summer-likehot,soemotionallyinfection,andgraduallymeltthecoldhearttotheknowledgeandlaythefoundationforthedevelopmentofcharacter.
Second,theemotionaleducationtoencouragestudentstobuildself-confidenceandwillpowertolearntheknowledge,learning,emotionalstabilityLeninoncesaid:
‘Noone’sfeelings,never,norcantherebedemandsfortruth.’Fromtheteachersinthisrespect,theirmentalstate,moodswingsfortheclassroomhasaveryimportantinfluence.Teachersinagoodmood,relaxedmindandemotionalstatebettercircumstances,itsinherentintheindividualteaching,education,teachingabilitywillbenatural,accurate,smoothshow;thisintermsofstudents,teachersagreeablenarrative,inTheirsoulsowntheseedsofjoy,andteachershands-on,facetofacewiththecarefulguidance,butalsothestudentscanlearntohaveself-confidenceofknowledge,teachers,studentsmadeencouragingresultsbitbybit,butalsowillhavetoovercomelearningdifficultiesforce,teacherstostudentstoeasetheerrorsofthepatient,butalsooftencarefultocorrectstudents’learning,emotionalstabilityforthistwo-wayteacher-studentinteraction,themodernwriterBingXinAllardsays:
‘Thereisnoflowercute,alsodonothaveacutechild,letthestudentswhocoveredthesun,teachersitshouldbeasun.‘Thisisquiteinsightful.
3,emotionaleducationcanleadstudentstogenerateinterestinlearningtheknowledge
Interestistolearnthefirstteachers.Theactualcourseofteaching,specifically,theknowledgeofteachersinthelearningprocessandbridgesthemediaplaysaroletoplaythisroledependslargelyontheabilityofteacherstoguidestudentstoTheinterestinknowledge.Theinterestgeneratedbytheemotionsandfeelingsareoftentheintellectualactivitiesofstudentsandteacherstoinfluence,ifagoodteacher-studentrelationship,teacherslovestudents,concernedaboutthestudentsandalsoonteachingactivitieswillgenerateinterestfromthestart,andthenintheteachingprocessthroughlanguage,movement,facialexpressions,etc.topassencouragement,trust,emotionalinformation,educationstudentshaveapositiveemotionalexperience,willbeinthescenesinthesee,hear,think,tofeel,notonlytoacceptstudentsknowledgeoftheinformationismoreimportantistogettheemotionalnurturingandtheUnitedStatesexperience,thestudentsinturnwillgiveteachersthecorrespondingpositiveemotionalreturn,teacherswillbedeeperinlove,respectforteachers,theteachersastheirworshipidol.Thentherewillbeemotionalmigrationphenomenon,thatis,fromloveandthenlovehisteacherstaughtsubjects,taughthimakeeninterestinthesubject,thisiscalled:
‘pro-teacher,andhislettersaid.’Thus,AmericanpsychologistMoWeiersaid:
emotionalintelligenceisaseniororganizer,capableofcognitiveprocesseshaveanimportantroleinguidingandemotionalimpactofintellectualactivityhasadualnature,ahappymoodisconducivetointellectualactivity,angerfrustrationisnotconducivetointellectualactivity.Inshort,agoodteacher-studentrelationshipisconducivetotheimprovementofstudentinterestinlearning.
Fourth,theemotionaleducationcantakeadvantageofthestudent’s
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