? School education is a bilateral activity involving teachers and students, and it is also an interpersonal activity in a specific situation. Both teachers in the leading position of education and students in the main position of education are individuals with true feelings. With the further development of human society and human practical activities, the versatility of human emotions is becoming more and more obvious, including power function, regulation function, signal function, health care function, infection function and migration function. Among them, the dynamic function of emotion means that emotion can strengthen or weaken people's behavior; The regulation of emotion means that emotion has the function of organizing or disintegrating a person's cognitive operation activities; The signal function of emotion means that a person's emotion can be expressed through expression, which has the efficiency of information transmission; The health care function of emotion means that emotion can improve or damage a person's physical and mental health; The infectious function of emotions means that one's own emotions have the function of exerting influence on others' emotions; The transmission function of emotion refers to the efficiency that a person's feelings for others will be transmitted to objects related to others. Education is the most important way of school education, and it is of great significance to apply emotional laws to education and teaching for giving full play to emotional functions and optimizing teaching effects.
First, use the dynamic role of emotions to determine emotional goals. Emotion has a dynamic function.
Modern psychological research shows that emotion is not only an emotional attitude experience produced in human practical activities, but also has a direct impact on human behavior motivation. In the same purposeful and motivated behavior, whether the individual's mood is high will affect his activity enthusiasm; When the mood is high, the individual will go all out, strive for progress, overcome difficulties and strive to achieve the predetermined goals; When people are depressed, they lack motivation and hard work, and when they encounter a little resistance, they cringe and give up halfway. When emotion and motivation are consistent in the relationship between needs and objective things, emotion plays a positive role; When it is inconsistent, it plays a negative role, thus showing the effectiveness of emotion in strengthening or reducing individual behavior. For example, when teachers set expectations for students' final exams, they should set appropriate expectations according to the actual level of students, because expectations come from two aspects: students' own emotional quality level and teachers' affection and love for students. The former comes from the heart and the latter comes from the outside. ]。 If teachers set appropriate expectations for students, and students have a high level of emotional quality and are more active in learning, then this expectation will be transformed into a source of motivation for learning; If a student's self-confidence is insufficient and his emotional quality level is not high, then the expectations established by the teacher can encourage him and stimulate his learning motivation. But the premise is to establish appropriate expectations. If teachers hold inappropriate expectations for students, set too high expectations for poor students or set too low expectations for excellent students, and show anxiety and impatience in the teaching process, it will seriously affect the teaching process and effect.
Second, the use of emotional regulation function to regulate emotions
Emotion has a regulating function. Appropriate emotions have a positive organizational effect on people's cognitive process, while inappropriate emotions will have a negative disintegration effect. This positive and negative effect is first reflected in the polarity of emotions. Positive emotions such as happiness, interest and joy are helpful to promote cognitive operation activities, while negative emotions such as fear, anger and sadness will inhibit or interfere with cognitive operation activities. Secondly, it is also reflected in the intensity of emotions. Psychologist Herb's research in 1950s found that moderate emotional arousal level is most beneficial to intelligent operation activities, while too high or too low emotional arousal level is not conducive to improving the efficiency of intelligent operation activities.
In the process of teaching, teachers can learn from several methods to deal with the content of teaching materials emotionally. First, with the method of verbal interest, teachers can use interesting language to explain the relevant teaching content, so that it has the corresponding emotional color. For example, math teachers can use vivid language to stimulate students' enthusiasm for exploring the mysteries of mathematics. Second, personification metaphor, that is, personification is used to compare the relevant teaching content to make it full of emotion. For example, when talking about the law of magnets, we can compare the positive pole to men, the negative pole to women, and men and women attract, so that we can remember the law of opposites attracting and opposites attracting. Thirdly, anecdote insertion method, by introducing some anecdotes behind related knowledge, makes students feel intimate with these teaching contents. For example, Hu Shi advocated new literature against old literature. We can tell an interesting story that he advocated a new life at that time. He put forward "new three obedience and four virtues": his wife should follow when she goes out, obey orders, blindly follow mistakes, wait for her makeup, be willing to spend money, remember her birthday, and endure her beatings. From this interesting story, we can know that Hu Shi is indeed a person who advocates a new life, so he is also a person who advocates new literature and all kinds of new things. Insert interesting anecdotes to make students listen with relish and remember more deeply.
Third, use the infection and migration function of emotions to regulate emotions.
Emotion has rendering and empathy. Rendering means that when a person produces an emotion, he can not only feel and produce the corresponding subjective experience, but also be perceived by others through expression and cause the corresponding emotional response of others. Western psychology calls this phenomenon empathy. For example, if a person has feelings for others, he will also have a good impression on the friends, things used and opinions expressed by others. The idiom "love me, love my dog" vividly and exemplarily summarizes this unique emotional phenomenon. This provides a basis for teachers to influence students by expressing the emotions contained in textbooks, so that students can get corresponding emotional experience.
At the same time, many teaching practices have proved that teachers convey their feelings to students through their own language actions, and students' feelings for teachers will also be revealed in their own language actions and perceived by teachers. ]。 This reminds me of the English teacher's practice in senior high school English class. In every class, he runs through the classroom and outside of English learning with happy, sincere and rich emotions, and uses his positive emotional contagion to drive students to establish a harmonious and equal relationship between teachers and students in emotional interaction. There is also emotional rendering between students. Using emotional rendering and catfish effect, he organized us to use cooperative learning method, and the team leader supervised everyone. This kind of cooperative learning promotes the emotional communication among group members, strengthens the emotional rendering among our classmates, and encourages and supports students to carry out group competitions and cross-learning. So everyone encourages and cooperates with each other in English teaching, and teachers create a good emotional environment, which naturally improves everyone's learning effect.
The function of rendering and transmitting emotions makes it possible for people to communicate with each other, which helps to promote the socialization of individual emotions, and also helps to render, adjust or control others' emotions, so as to achieve the purpose of "nurturing emotions with emotions".
Fourthly, the application of emotional law in moral education.
In addition to intellectual education, school education should also carry out moral education. Above, we discussed the application of the law of emotional action in the process of intellectual education. Let's talk about the application of the law of emotional action in the process of moral education.
Using the transmission function of emotions can promote the formation of moral beliefs. In the process of moral education, students consciously or unconsciously accept the influence of teachers' emotions and attitudes. While students accept the corresponding moral knowledge, they also have a sense of trust in teachers because of the transfer of emotions, and finally form corresponding moral beliefs.
Using the infectious function of emotion can arouse the resonance of moral emotion. For example, when educating students on the values that people's interests are above everything else, teachers can talk about advanced deeds first, and they can visit the Memorial Hall of the August 1st Revolutionary Martyrs, so that students can experience the true feelings by touching the facts. At the same time, teachers should play a leading role, seize the opportunity, adjust the classroom atmosphere, express their emotions with facial expressions, intonation and corresponding postures at appropriate times, and finally arouse emotional resonance.
Using the dynamic function of emotion can promote the occurrence of moral behavior. With a certain moral understanding and emotion, only by putting it into action can we truly internalize morality into our own quality. The occurrence of moral behavior is not only the ultimate goal of cultivating students' moral quality, but also a sign to measure whether a moral quality is formed. Emotion is an experience in activities, which in turn directly affects behavior and becomes the direct driving force of behavior.
Take Confucius as an example, he always strengthens moral cultivation, wins the respect of students with honest words and deeds, and becomes a model of "approaching his teacher and believing in his way" in students' minds, so that students can accept his moral concepts and eventually form their own moral beliefs; At the same time, Confucius also encouraged students to be brave in action and gain true knowledge in practice. Confucius also encouraged and guided students to persevere according to different people's personalities, so that the moral behavior that had happened would not be "a flash in the pan".
Conclusion:? Emotion is people's subjective attitude and experience about whether objective things meet their own needs. Emotion is closely related to the degree of conformity between needs and expectations. Anything that meets people's needs and can meet people's needs can make people have a positive attitude towards it, thus generating positive emotions. On the contrary, anything that does not meet people's needs and cannot meet people's needs will make people have a negative attitude towards it. Emotions are also infectious and empathetic. Within a certain range, people's emotions can spread, infect others and empathize with other things. This law can coordinate the relationship between people and the environment and between people. Therefore, emotional laws should be fully applied to education and teaching, so that emotional teaching should not only stay in the academic discussion stage, but also enter the classroom and enter the hearts of the people.
References:
1. Yan Guocai. Non-intelligence Factors and Learning [M], Shanghai: Shanghai Education Press, 2006, 56 pages.
2. Lu Psychology and Education-Theory and Practice [M], Shanghai: Shanghai Education Press, 20 1 1, 224 pages.
3. Zhang Zhiyong. Innovative Education: Transformation of China's Educational Paradigm [M], Jinan: Shandong Education Press, 2004, 128.