American educator Bloom said, "A student who studies with positive emotions should learn easier and faster than those who lack feelings, fun or hobbies, or those who are anxious and afraid of learning materials." The process of students' active learning English is a process of coordinated development of intellectual factors and emotional factors. If we compare the students' IQ and EQ, IQ is the part exposed to the water, and EQ is the most submerged part. English Curriculum Standards (Experimental Draft) takes emotional attitude as one of the teaching objectives, which embodies the people-oriented educational thought. Emotion is an important factor affecting students' healthy personality. Good mood can stimulate strong interests and hobbies, and then turn them into motivation and internal drive for learning. English teaching in primary schools is not only a process of imparting knowledge, but also a process of emotional communication between teachers and students and intellectual development of students. In the teaching process, we should pay attention to the cultivation of students' EQ, try our best to tap students' EQ, and make students' cognitive factors and emotional factors the same, so as to further improve the English teaching effect and really improve students' English level.
First, with the help of emotional media, cultivate students' strong interest in learning.
Confucius said in The Analects: "The knower is not as good as the knower, and the knower is not as good as the knower. Education should try to stimulate children's interest in learning, let them learn knowledge with a happy mood, turn knowledge into a happy thing, and thus get emotional satisfaction. The main purpose of English teaching in primary schools is to stimulate students' interest in English, make them dare to speak it out, gain some perceptual knowledge of English, lay a good phonetic foundation and develop good study habits. Psychologists believe that emotions are people's attitudes and experiences towards objective things. If teachers attach importance to students' emotional effect in the learning process and make full use of the positive role of emotion in teaching, they will certainly achieve good educational results.
1. Establish a harmonious relationship between teachers and students.
The teacher's kind face, expectant eyes, proper gestures, etc. Once it is transformed into a living emotional experience, students will have corresponding emotional cries. Emotional blending between teachers and students and active classroom atmosphere are helpful to enlighten students' intelligence and develop their potential. Teachers express the joys and sorrows in teaching materials through vivid language, guide students to experience scenes and perceive images, and make students' thinking rise and fall happily with teachers' teaching ideas, thus promoting students' absorption and mastery of what they teach. In addition, timely evaluation can regulate students' learning mood, and primary school students especially need teachers' evaluation. In classroom teaching, correct, appropriate and encouraging evaluation can enhance students' confidence and cultivate their interest in learning English.
2. Seriously grasp every "every time"
Pupils are often deeply impressed by what they see and hear for the first time, and what is novel and interesting is unforgettable. Teachers should make good use of the "first time" to make it an effective driving force for students to learn. Think about it. When the English teacher walked into the classroom for the first time, he said to the children, "Students, today we are going to learn English." What a dull impression this gives the children. In another way, write "Welcome to English!" It is written on the blackboard in beautiful English fonts. There are cheerful English songs on the tape recorder, and then a teacher introduces himself in English. Ask students to talk about the use of English in our life (if there are various English explanations, you can study abroad when you grow up, etc.). ) These will be deeply imprinted in students' minds, making them feel that English is close to our lives, and learning English is such an interesting and beneficial thing. When students say their first words in English, greet their teachers shyly for the first time, perform dialogues with classmates for the first time, sing English songs for the first time, and play English games for the first time ... These feelings of novelty, joy, pride and happiness cultivate students' strong interest in learning, and countless opportunities to cultivate hobbies will come quietly with this "first time".
3. Use a variety of teaching methods to design each English class skillfully, so that students can experience success.
Colorful extracurricular activities are an important way to cultivate students' English hobbies, but successful English classroom teaching plays an important role. Students should pretend to be masters, actively, actively, boldly and happily participate in English classroom teaching activities, improve their listening, speaking, reading and writing abilities in various drills and exchanges, and stimulate the emotion of active learning.
Lively and active is a child's nature. It is a good way to make them move and design some hands-on content in class in combination with "learning by moving". Students learn and move at the same time, which makes boring sentence drills lively and interesting, which is conducive to mobilizing students' learning enthusiasm and improving learning efficiency. There are many things for students to do in Oxford English textbooks. Teachers should not demand too much perfection from students' small productions. What matters is the process and language, interspersed with listening, speaking, reading and writing exercises. For example, when teaching telephone language, students are required to make their own telephones. In the process of making, students first learn two cups, strings and other necessary materials, and then learn to make two holes; Do it while doing it; Add a cup; This is a telephone. A telephone was successfully made, and the students mastered the sentence patterns they wanted to learn. Then, let the students use their own phones to have a simulated telephone conversation. Students' hobbies are unknown.
Teachers should use various methods in teaching to cultivate students' awareness of actively participating in language activities, so that students at all levels can experience the joy of learning and improve their interest in learning. Playing, touching, acting, singing and drawing can not only stimulate students' multi-sensory participation in learning, but also gain students' sense of accomplishment at different levels. A sense of accomplishment is a factor that motivates students to learn. Once students form a sense of accomplishment, they will have a stronger enterprising spirit.
Second, create language situations to cultivate students' ability to be familiar with the world and understand others' emotions.
1. Make full use of modern information technology to help students perceive and understand language and culture.
Language is the carrier of culture. Foreign culture is included in all aspects of our English teaching. In teaching, according to the needs of teaching materials and the characteristics of students, we edited, downloaded and produced lively courseware combining audio and video from different channels, which provided students with real language situations. There are many versions of textbooks used at this stage, but there are many introductions about cultural knowledge. Our teachers should be good at making use of these materials, making them a channel for students to understand the world and go to the world.
2. Create an oral environment and cultivate students' habit of communicating in English.
Scenes can make abstract language concrete and vivid, explain and practice English knowledge in vivid and vivid scenes, promote learning and understanding, remember what you have learned in practice and improve your ability to use language, making English classroom teaching lively and interesting. The following methods are commonly used:
(1) artificially set the physical scene; Physical objects are the most commonly used visual props. Teachers should make use of those physical objects that are easy to prepare and carry, such as teaching you what you can smell. Sometimes, students can bring their favorite fruits and food. With concrete things, the whole class will be flesh and blood.
(2) Living landscape scene; Teachers can guide students to carry out activities such as "live broadcast" and "answering reporters' questions" in combination with the content close to daily life. For example, when teaching families, I take "Happy Family" as the theme, and ask students to bring photos of their families or photos of their own families to introduce family members, and then let other students ask questions in this form: Who is she? Who is he? What does your father do? What is your mother doing? What does your aunt like? Choose a happy family.
Many students only pay attention to the form of language while learning English, ignoring the meaning and content, which leads to nervousness and easy misuse when speaking English. Only by increasing the accumulation of "speaking" experience, adapting to the speaking environment and forming the habit of speaking can we change this situation. In advanced teaching, we can use the first 2-3 minutes of each class to let students talk freely in English. This not only creates a good atmosphere for English communication, but also helps students to consolidate their English knowledge. After learning the text dialogue, the teacher creates a dialogue scene according to what he has learned, so that students can be familiar with the language they have learned in communication. Creating scenes allows students to participate boldly and do a lot of language practice, so as to achieve the purpose of applying what they have learned and communicating in English.
Third, create a good communication atmosphere and cultivate students' language communication ability and spirit of unity and cooperation.
1, role-playing
Role-playing is a teaching method that teachers usually use in teaching. It provides students with opportunities for self-expression, self-play, unity and cooperation, and also cultivates students' language communication ability. Teaching practice has proved that primary school students are very interested in role-playing, which requires close cooperation and active participation among students. Any uncoordinated cooperation will lead to the failure of the performance. Therefore, they should not only actively participate in language practice, but also pay attention to coordinating relations and actively help poor students in order to make the activities successful. Through such cooperative learning, the friendship between team members is enhanced and the students' ability of unity and cooperation is enhanced.
2. Team competition
Competition provides important opportunities for students to succeed. In view of the strong sense of collective honor of primary school students, we adopt the form of group competition in teaching to mobilize the enthusiasm and initiative of students at different levels. In the group stage, only Qi Xin can win together. For example, after learning the number 1- 10, students will have a number contest in groups, and the group that speaks quickly and accurately is the winning group. Each group of students can prepare carefully and cooperate actively.
In addition, small group production activities and group learning to sing are also forms of cooperative learning in primary school English teaching. Practice has proved that group cooperative learning enables students to learn to learn and enjoy learning. Through mutual cooperation and participation in learning activities among group members, students learn to communicate, help and share in the interaction between individuals and groups full of cooperation opportunities, and their knowledge, skills and emotions are developed.
Fourth, teachers should change their traditional ideas and actively "teach with emotion" in teaching.
In traditional teaching, teachers' attention is focused on the transmission of teaching content, but they are not aware of the emotional infiltration in the process of knowledge transmission. Teaching activities should be a process of information exchange. Teachers should consciously infiltrate positive emotions while imparting knowledge and skills, so as to achieve the effect of promoting knowledge with emotion and integrating knowledge with emotion.
1. The teacher encourages students to infect with positive emotions.
Teachers' dominant emotions in teaching should be happy, which can affect and trigger students' happy emotions through the infectious function of emotions. Imagine if the teacher looks gloomy or indifferent, or walks into the classroom angrily, the students will feel depressed and nervous. When the teacher comes into the classroom with a smile and joy, students will feel cordial, warm and happy, which will make them open their hearts and accept new information better. In teaching, I have a deep understanding that before each class, I will ask students to sing an English song or recite an English nursery rhyme. If the teacher stands idly by, even if the songs are relaxed and beautiful, the children's songs are lifeless and have no sense of joy. On the contrary, if teachers and students enjoy singing together and take students to do actions, students' emotions will be mobilized at once and teachers will be infected by them. It can be seen that happy mood not only promotes students' learning activities, but also promotes teachers' teaching activities. Happy teaching atmosphere is created and adjusted by teachers and students.
2. Teachers use rich body language to attract students' emotional attention.
American psychologist Aypar Blabien has done many experiments and reached a conclusion: the total effect of information =7% words +38% tones +55% facial expressions and movements. With a harmonious atmosphere, coupled with appropriate movements and facial expressions, it is really icing on the cake. In my classroom teaching, "smile" is a consistent expression. At the same time, it is natural to use body language to cooperate with teaching, attract students through facial expressions, and give students encouragement, courage or tips with nodding or humorous actions. When teaching such words as hungry, full, tired and sleepy, the teacher first leads them out with exaggerated actions, so that students can understand them quickly, and then let them practice while learning. While learning happiness, sadness and crying, I made full use of exaggerated facial expressions and movements, which not only deepened students' memory, but also created a relaxed classroom atmosphere. It is inevitable that students will be distracted for 40 minutes in a class. I will remind him with my eyes or sneak up to him and shake my head gently with a smile. This will not dampen students' self-esteem, but also increase the emotional tacit understanding between teachers and students, and play the role of "silence is better than sound".
3. Teachers should fully display the emotional factors of teaching content.
In English teaching, in order to cultivate students' practical communicative competence, there are often many small dialogues and stories for students to perform, and these dialogues always contain certain emotional factors. Teachers should express the emotions of these contents through their own ingenious processing and refining, and give students emotional infection, so that students can be familiar with the information and accept the influence of corresponding emotional factors, so as to achieve the effect of creating feelings with feelings and promoting knowledge with feelings. For example, in my pet class, first of all, students are required to observe and collect information about their favorite animals before class to increase their understanding of animals. The sentence pattern of its name requires students to name animals; Briefly introduce the characteristics of animals with sentence patterns, and inspire students to love animals. Finally, through the performance of three small dialogues between animal friends, let the students realize the mutual help between animals. In the self-made dialogue, students sublimate to the emotion between people and animals and help each other. In themed and emotional performances, students' language use ability and language intonation are more vivid and practical.
Fifth, teachers attach importance to stimulating students' positive emotional response and realizing emotional integration.
Teachers should attach importance to the emotional factors in the communication between teachers and students, trigger students' positive emotional response with their good feelings for students, promote the emotional integration between teachers and students, and develop the relationship between teachers and students. Suhomlinski once pointed out: "I firmly believe that many conflicts in schools that often end in great misfortune and failure in education are rooted in poor communication between teachers and students. "How can teachers penetrate love into students' hearts and touch their emotions through teaching activities?
1, love is in the details
Students' observation of the teacher's actions has unique sensitivity, and they can feel different meanings from the teacher's words and deeds and smiles. In daily teaching activities, more and more communication between teachers and students takes place in extremely ordinary and trivial contact. For example, daily homework is not only a way for students to consolidate their knowledge, but also an important channel for me to communicate with them. If there is progress, I will write Go! Let's go Let's go Good performance is well written! That's great. Write that you have regressed or made many mistakes. Can I help you? Writing only phrases can make students feel the teacher's concern and attention to him, and they will also write thank you in their exercise books! Waiting to communicate with me.
2. Love is at the time of criticism
Criticism can easily make students feel unhappy, disgusted and even angry, so in the process of criticism and education, students should not be susceptible to the teacher's intention. First of all, let criticism still be full of affection and love. Criticism itself has given students a certain stimulus, and if you add a little sarcasm and ridicule, it will make things worse. Therefore, criticism should be based on encouragement and positive guidance, so that students can feel the enthusiasm and enthusiasm given by teachers. Secondly, we should seize the opportunity of criticism. When students have problems, it is not always appropriate to criticize education in time. It is necessary to grasp the time and occasion of criticism and the topic of art, which can not only improve the educational effect, but also help to enhance the feelings between teachers and students. Finally, we should pay attention to the form of criticism. As long as it is beneficial to people who are emotional, all criticism methods can be used flexibly, even if it is only a reproachful look and a regretful tone, it can also have a critical effect. For example, in class, in order to enliven the atmosphere and consolidate what I have learned, I often design some games to make students move and perform. At this time, the students are in an excited state, unable to control themselves and speak freely. Most students will stop as long as the teacher stares at him or quietly approaches him, while some students will be invited to join the game first, and then I will tell him after class. If other students don't obey the discipline when you play the game, it will not only affect the effect of the game, but also disrespect your performance. Positive guidance will enable students to slowly correct their shortcomings.
3. Love in teaching.
The communication between teachers and students in school life is not limited to teaching activities, but the good teacher-student relationship established in after-school life often plays a powerful role in promoting the emotional communication between teachers and students in teaching. "Talking" is one of the main ways I use. I talk about hobbies, ideals and family, and sometimes I insert a few words in English, such as asking hobbies "What do you like?" "What does your father do?" Asking about family situation? Wait, the students will ask with interest, "Teacher, I like playing table tennis." "My father is a manager. How to say it? " . In addition, I also take classroom games after class and make quick reactions with students, such as Bigfoot. All these have narrowed the distance between me and my students. My classmates affectionately called my English name and took the initiative to greet me with the English I had learned, which consolidated the knowledge I had learned and expanded my knowledge.
Emotion is the bridge and lubricant of teacher-student interaction. Emotion is the secret that touches the soul and the golden key that opens the human mind. "Teach your relatives to have feelings", which will increase the charm of teaching. Students often fall in love with English because they love you. In a strong emotional atmosphere, it can not only improve teaching efficiency, but also help students to fill the lack of emotional and social skills, so that students can bravely face the pressure of society, learn to be a man, learn to compete and be brave in pioneering.
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