Buildtheefficientclassthroughsomeemotionstrategies通过策略调动学生情绪建立高效课堂

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1、Build the efficient class through some emotion strategies通过策略调动学生情绪建立高效课堂Submitted by Student number (200908061246)Supervised by Foreign Languages CollegeJiangxi Normal University (2012) Build the efficient class through some strategies that mobilize students emotionAbstract：With the development of

2、society, society needs more and more high quality talents. More and more people have recognized the importance of emotions management, it is always the hot point about how to manage emotion, but this research always is launch on university students or corporation staff. However in the field of high

3、school education concerned researches are still seldom, especially about how teachers use novel strategies to manage students emotions in order to build an efficient class. High school class emotions management is an important factor that is neglected long time. Students can get the highest efficien

4、cy in a good emotion. Meanwhile， The New Curriculum Standard put higher demand on teachers and students. How can teacher and students follow the step of efficient society, build healthy and high efficiency class, make our students learn happily and efficiently, this topic is the main subject of the

5、paper to research. The paper mainly has a discussion from three aspects. First is based on the effect on intelligence, second is based on the effect on health, and third is based on the effect on learning efficiency. Meanwhile, this paper conducts a research about how teacher should apply strategies

6、 to manage students emotions, activate classroom atmosphere and attract the students attention. Though a large of reading material and relevant literature review, author integrate different view points, systematically summarize the effect aroused by students emotions on learning efficiency and the s

7、trategies to stimulate students positive emotions, restrain the negative emotion. This research wish to contribute to enlightening teachers, enrich the teaching skill, this is the paper most important goal. Key words：Emotion management, the effect on learning efficiency, importance of positive emoti

8、ons, strategies 通过策略调动学生情绪建立高效课堂摘要：随着社会的发展，社会需要越来越多的优秀人才。越来越多的人也意识到了情绪管理的重要性，如何管理情绪也常常是研究的热点，但是这些研究往往是基于大学学生或者是公司员工。然而在高中教育领域，相关研究仍然很少，尤其是关于教师如何运用新颖的策略去管理学生情绪，打造高效课堂。高中课堂情绪管理是一个被长期忽视的重要因素，学生只有在良好的情绪下才能发挥出他的最高效能。同时， 新课标也对老师及学生提出了更高的要求，那么同学和老师如何紧跟社会高效率的步伐，建立健康高效的课堂环境，使我们的同学快乐高效的学习，就成为了本文探讨的话题。本文主要从三个方

9、面情绪对智力的影响，情绪对健康的影响，及情绪对学习效率的影响三个方面展开讨论。同时探索教师如何运用策略掌控学生情绪，活跃课堂气氛，吸引同学注意力已达到创建高效课堂的目的。本文通过阅读大量文章，整合不同观点论据，系统的总结了学生情绪对于学习效率的影响，及通过激励学生积极情绪，抑制消极情绪等不同策略。此项研究希望对于启发教师，丰富教学技能有一定的帮助，这也是本文的意义所在。关键词：情绪管理；情绪对于学习效率的影响；积极心态的重要性；策略Abstract.iv摘要：vIntroduction71 What effect do emotions cause?81.1 The effect on int

10、elligence81.2 The effect on health91.3 The effect on studying efficiency and work efficiency92 How can teachers turn the negative emotion into positive emotion?92.1 help students to eliminate the inferiority complex102.2 Often talk and listen to students102.3 Pay more attention on some introvert stu

11、dents112.4 cooperation and competition122.5 school assignments should be acceptable122.6 Psychological hint132.7 guide students to treat problems from different angles132.8 Humor method14Conclusion15Bibliography17Acknowledgements19Introduction Emotions are the attitude towards objective phenomenon.

12、It is psychological process and a function of the human brain. And Emotional intelligence, a term that was first used by Peter Salovey and John Mayer (1990), is the ability to manage emotions and relationships. We always find a phenomenon, some students ostensibly work very hardly, but the study out

13、comes cant match up with their endeavor. This problem doesnt only perplex students, but also disturb teachers. Some famous scholars ever conduct deep research on this type issues. from Oatly and Nundys view, students learn and perform more successfully when they feel secure, happy, and excited about

14、 the subject matter. On the contrary, emotions such as anger, anxiety, and sadness have the potential to distract students learning efforts by interfering with their ability to attend to the tasks at hand. teachers always want to base on self-experience, using some scientific tools to generate syste

15、matic methods that can help students manage their emotion efficiently. This text is also based on the purpose, we hope to find a pathway to help student achieve some qualities as for confidence, happiness and the inspiration of study. Of course, the novel teaching methodologies are the same importan

16、t. this momentum put higher demand on teachers, just like the educator of the former Soviet Union said: “interesting and attractive things make sure that you remember may be increased by half, and this is the potential of teaching.” teachers need continually improve personal teaching skills, try to

17、use some novel attractive things to attract the attention of students, not just emphasize on students self-management.Teachers want to help students to coordinate their emotion, first they should acknowledge every students characters. Every student has two extremely different emotions. They are resp

18、ectively positive emotions and negative emotions. (Bradburn, 1969;Lucas, Diener, & Suh, 1996), negative and positive emotions also can be defined as a strong human feeling such as delight, excitement, love, hate, anger, fear, depression, stress, uneasiness, and many other similar mental activities.

19、In The New Curriculum Standard, the emotional attitude means the interest, motivation, self-confidence, will and spirit of cooperation, such as the relevant factors which affect the students learning processes and learning outcomes. Researchers have found that emotional intelligence can be taught an

20、d that students can be coached to develop the tools and skills needed to manage their positive and negative emotions (Daniel Goleman 1995) by modeling, direct instruction, and coaching.In the teaching process, the teachers and students shouldnt be isolated. Keeping a good emotional interaction can c

21、reate good teaching effect. However face the strong pressure of entering university. Teachers ignore the change of students emotion, and students arent good at coordinating their emotion. So some students generate anxiety, sadness, hate and so on negative emotions .these emotions dont only affect th

22、e study positivity, but also affect the character shaping. Of course simply telling or encouraging students to engage them in their class work is seldom enough. Therefore, purchasing some methods to guide and coordinate students emotion is very meaningful. 1 What effect do emotions cause?Emotion cau

23、se big effect on many aspects .from collecting electronic materials and talking with some students deeply, we found emotion intelligence play very important role in all aspects of human life. For instance, moods and emotions play a central role in the leadership process (Jennifer M.George 2000), emo

24、tions and aspects of personality influence physical health (Timothy W.Smith and Kelly Glazer 2004). A third way in which feelings can interfere with learning occurs when students are anxious about their school-work (Cole, 1991; Dobson & Dobson, 1981) and so on, but now we mainly talk about the most

25、important fields. First is on intelligence, second is on health, and third is on studying efficiency and work efficiency. We want to find some methods to deal with the emotion problems; we should have a general notion about the effect of emotion, what effect do emotions cause? 1.1 The effect on inte

26、lligence Positive emotion contribute to intelligence improvement, negative emotion constrain intelligence improving. In comparison with negative students, positive students have higher intelligence level. Intelligence level doesnt only refer to intelligence quotient, But also refer to memory, thinki

27、ng, creation, ability, imagination, and so on. In studying process, if students always keep the positive emotion, their studying efficiency will be apparently developed. On the contrary, negative emotions often constrain the intelligence. because human s energy is limited, if we stay at anger, depre

28、ssion, sadness emotions long time, our logical thought will be messed up, we use up our intellectual resources (Ellis, Ottaway, Varner, Becker, &Moore, 1997a; Ellis, Ottaway, Varner, Becker, & Moore, 1997b; Hertel & Rude, 1991), So we cant concentrate our energy on the studying tasks. From research,

29、 high anxiety can reduce students reason reaction; exacerbate the mechanical, chaotic reaction. In another respect, high anxious students are lack of curiousness, agility, so they look like timid, silent and dull.1.2 The effect on healthBad emotion cause serious effect on physical health and psychol

30、ogical health. From large of researches, positive emotion likes happiness, satisfaction. these emotions are not only the guarantee of psychological health, but also are the effective way to facilitate the physical health, positive emotions make people be in high spirits, activate the nervous system,

31、 regulate endocrine and increase vital capacity to defend all kinds of diseases. On the contrary, negative emotions like fear, melancholy, over-excitation, if not be coordinated or treated well, the negative emotions will weaken the humans physical immunity. From some investigations, 24 percent Canc

32、er patients have serious depression, and 18 percent cancer patients have mild depression. Some scholars regard that negative emotions are the key obstacle of getting health, so if students stay in depression long time, it will increase the rate of get mental and physical illness.1.3 The effect on st

33、udying efficiency and work efficiency In the studying process, excessive anxiety will restrain the students reason activities, affect the school achievement. The specific performance in the following respects. Firstly high anxiety make the students more sensitive about failure, high anxious students

34、 pay more attention on the possibility of failure. They are trend to avoid criticism and failure in comparison with low anxious students. We can find these low anxious students dont fear failure; they are more pleasant to accept challenges. Secondly high anxiety makes students to focus on the apprai

35、sement too much from adults. Therefore, they prefer to choose some comparatively easy task in order to get success. On the contrary, low anxious students are more confidence to deal with some sophisticated task because they dont focus on the appraisement too much; they more focus the self-feelings o

36、f get improvement.2 How can teachers turn the negative emotion into positive emotion? Through above analysis, we find that keeping the positive emotion is so important, so naturally we put forward a question “how can we help student to manage their emotion “. “What tools could teacher use in order t

37、o construct a harmonious class circumstance “. From the teachers perspectives, “do there real exist some efficient methods to help students to manage their emotion”? As an undergraduate who may become a teacher in no long future, I am also very interesting on this type questions. Through relevant in

38、 formations, combining myself feelings and research, I think some methods as follow that are very meaningful. 2.1 help students to eliminate the inferiority complex Everybody have the wish to display themselves, but sometimes they meet frustration, others laugh, or a negative comment from the teache

39、r or a peer and react in a way that impedes further learning. These reactions may play out in different ways, depending on what the student attributes the problem to (Graham, 1997; Weiner, 1994). These negative experiences always trigger some distrust about their ability and generate the inferiority

40、 complex. Inferiority complex emotion always impede the building of students confidence, even long time inferiority complex constrain students intelligence development, some students always escape difficulty, their excuse is “I am born with bluntness”, “it is impossible to achieve this task by mysel

41、f” . If students often use these sentences to describe themselves, or really they think so, this negative thought will be internalized as values, and these values will reflect on actions. So teacher should always praise students like this “you are so good”, “good job, you are really an honest studen

42、ts” make them more confident especially when students confront failure. In term of different students, we set different goals, more and more success help them overcome the inferiority complex.2.2 Often talk and listen to students As a teacher, we want to manage our class order better, it is very imp

43、ortant to know what students think about now and what demands students have. Students feel depression; the most efficient approach is to release their bad emotion. Teacher often talk with them, not only shorten the distance between teacher and students, but also get the precise information about wha

44、t difficulty students meet. Always keep one ear to the ground to listen for oncoming trains. Behavioral problems rarely spring up unexpectedly and are usually the result of days or weeks of pent-up emotion. Listen to student conversations before and after class. As for instance, students stay at the

45、 period of adolescence, their emotion change quickly. Some students hate studying, maybe they just dont like someone teacher, or once time they are criticized by teacher, if teacher dont give a right method and correct their mistaken ideas in time, maybe someday these students regret not to study ha

46、rdly, but it is too late. Communication can help students revise extreme thoughts, ease incitation emotion, even make friendship between students and teachers, so teacher can build a safe and harmony class circumstance. Listening to the students, paying more attention on them, not just from physique

47、 but from psychology, these actions make students have the sense that teacher care about him and mind him. 2.3 Pay more attention on some introvert students “Most students will not do their best in classes when they feel that teachers do not have an interest in them or care about their future. Stude

48、nts can sense whether the teacher cares or is simply “going through the motions.”(Dr. Richard D. Jones 2009) Teachers like these excellent students naturally. we can also understand this feeling, because teacher also need the sense of achievement, these excellent students stand for the fruit of teac

49、her hard working, and these students ostensibly always more intelligence, they comply the classroom discipline consciously, so teacher neednt worry about them as well as stubborn or naughty students. But we can analyze the problems why some introvert students or so-called bad students dont achieve t

50、he task in accordance with teacher teaching. Students who are engaged in their work are energized by four goals - success, curiosity, originality, and satisfying relationships (Richard Strong, Harvey F. Silver and Amy Robinson 1995), if some students cant catch the attention from teachers or classma

51、tes by achieving goals-success, they may adopt some other extreme pathway. We found some introvert students more need care and encouragement, they are sensitive, and sometimes they may study very hard just because they appreciate one teacher. so how to maneuver this type students positivity, it is v

52、ery big item, some introvert students seem quiet, but they still want to display themselves, most of them comply the class principles, teacher often ignore their existence. So when teacher face this type students, we should pay more attention on them, let them feel the warmth. There are no stupid st

53、udents, but existing lazy students, because of in lack of good studying habits, after a period, the knowledge structure shape a gap, they cant catch the meaning of curriculum, gradually they lose the interest in studying, and teacher also let them alone. Of course teacher should care the majority, a

54、lso dont give up minority, help them digest and comprehend the systematic class content, in order to catch up with the majority.2.4 cooperation and competition The definition of human competition is a contest in which two or more people are engaged where typically only one or a few participants will

55、 win and others will not (Webster, 2007). Apparently, we live in a group society; we deal with all kinds of persons. There are existing cooperation and competition. From Professor John Shindle view, competition can conspicuously inspire the positivity of students. It can create a sense of external u

56、rgency and drama. For example, teacher want students to finish one task, maybe some students refuse to perform because they feel so tired or disagreeable. Confronting this situation, teacher can add some competition elements into the situation, like adding competition declaring that make activity a

57、race to observe who can finish this task first, teacher will offers a award to him. what changes will this measure causes, students will shift their thinking immediately, The sense of urgency (for whoever cares about winning) is elevated, they will all focus on the task and want to get the result qu

58、ickly, not just perform the process drawlingly. Of course in classroom Competition can play a very important role, but cooperation shouldnt be ignored, everything has pros and cons, and competition can elevate the efficiency, also cause the nervousness and repression. Group cooperation can make up f

59、or that. John Shindle said “In a collaborative setting there is no disincentive to involve the efforts of the less dominant or less skilled members of the group”. So in group cooperation, everybody can take on them self value. Four or five students staying in one group are more suitable. Teacher mix

60、 the good students with the inferior students, they correct their homework and make experiments mutually. Excellent students help the inferior students, when teacher praise the group performance, no matter the excellent or inferior students all gets the equal praise. Meanwhile inferior students acce

61、pt some knowledge from group cooperation. When someone meets difficulty, group member can help him to work out the result together, so students neednt bear big pressure.2.5 school assignments should be acceptable In a survey carried out by the China Youth and Childrens Research Center in 2007, 83.6%

62、 of the parents expected their children to rank within the top 15 in their class, three-quarters of respondents placed expectations on their children to achieve scores above 90%, and almost one in ten expected their children to achieve scores of 100% in all subjects, so parents and teacher want to a

63、chieve their fine wishes, they always continuously increase the quantity of homework, most teachers take for granted that a greater amount of homework leads to higher academic achievement and thus better life chances later on, but the cost of overburdening students may be too high, excessive homewor

64、k cause big pressure, it is also a source of conflict (see, for example, Beresford & Hardie, 1996). and We found some teachers always set difficult and strange questions to give students a hard time, they regard difficult and strange questions can train students thought, during the review period tim

65、e, students are very tired, they need memorize and comprehend a lot of knowledge, adding an amount of homework need to be finished, they easily trend to be weary of studying, so teacher should meticulously prepare lessons and help students focus on the important points rather than set difficult and strange questions, because the college entrance examination is based on basis. Majority students intelligence quotient are basically same, teacher consolidate the foundation of curriculum in order to promote the ability of students self-directed