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1.
教师亲和力与育人环境 总被引：5，自引：0，他引：5
陈涛 《湖北广播电视大学学报》2003,20(1):30-32
教师的亲和力是教育工作者在教书育人各个环节中的思想情感、语言行为与受教育者的融合程度;是教师在身教、言教等育人行为中所体现出来的让学生感受到的亲切感及信赖感。亲和力是教师道德素养的基本要求,是应着力开发的育人环境,是实施素质教育的前题条件。 相似文献
2.
周飞侠 《学生之友(初中版)》2011,(23):80-80
一、关爱学生。培养情感
陶行知说过：“没有爱就没有教育。”关爱学生是建立民主、平等、和谐师生关系的基础。而教师对学生的关爱正是通过教学中的一些细节如语言、动作等表现出来的。首先教师的语言要有亲和力。具有亲和力的语言是教师开启学生心灵的门扉。教学中我尽量做到语言亲切自然、抑扬顿挫生心灵的门扉。 相似文献
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中学思想品德课的课程目标,决定了思想品德教师必须重视和加强思想道德素质教育。可以说,思想道德素质教育是中学思想品德课的灵魂,而以爱国主义为核心的情感教育是思想道德素质教育的主旋律,教学语言则是教师对学生实施情感教育的最重要手段。一、教学语言与情感教育的含义及关系情感教育,就是通过培养和调动学生积极肯定的道 相似文献
4.
课堂亲和力在教学中十分重要．课堂亲和力主要源于个人亲和力。在数学教学中．学生对教师的情感与学生掌握知识的程度与速度关系非常紧密．当他们被教师的言行所吸引时．即使在学习困难时。也会积极探索．反之。即便是容易的内容,也会不思进取．无动于衷。所以课堂是教师展示个人亲和力的地方,如果教师的语言、行动亲和力四射,学生也觉得学知识轻松愉快,反之会痛苦、恐惧,甚至憎恨。重视个人亲和力的提升不仅能提高课堂的学习效率．同时对学生的能力和素质的培养十分有益。 相似文献
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<正>推进课程改革,实施素质教育,课堂是教学主阵地、主渠道。只有抓住课堂教学这个中心环节,提高课堂教学效率,才能完成教育培养人的任务。教师要抓住课堂教学这个中心环节,就必须对课堂教学秩序进行掌控。课堂教学秩序的掌控,是提高课堂教学效率的关键,教师的亲和力、威慑力、吸引力是其掌控课堂教学秩序的三大技巧。一、提高自身的亲和力教师的亲和力,指的是一种亲切和谐的力量。它包含教师对学生人格的尊重、个性的关爱、情感的交流,从而实现 相似文献
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素质教育对教师语言提出了新的要求：要关注学生的全面发展，努力使教学卓有成效，也要注意把握课程本身的特点，形成独特的语言风格。素质教育中教师语言的变化，情感起着重要作用。 相似文献
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语言是教学思想的直接体现,是教师使用最广泛、最基本的信息载体,数学课堂教学过程就是数学知识的传递过程,教师的语言表达方式和质量直接影响着学生对知识的接受,教师语言的情感引发着学生的情感。因此,在素质教育背景下,教师应从艺术性、情感性、诱导性、启发性、赏识性、反思性、科学性和教育性等方面提高自身的数学教育教学语言能力及艺术。 相似文献
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以素质教育为核心的新课程改革已全面启动,英语教学理应顺应改革的潮流,实施情感教学,营造宽松的教学氛围,优化课堂教学教法,激发学生情感兴趣。一、用细微的身教体现情感教育教师健康热情、开朗的形象是进行情感教育的先决条件。英语教学不仅仅是语言知识和语言技能的传递和练习,培养学生的积极情感也是不可忽视的。这就要求教师 相似文献
9.
肖永春 《教学月刊(小学版)》2021,(1)
亲和力,是指人们相处时所表现的亲近行为的动力水平和能力。教师的亲和力,是指教师与学生在共同学习、生活中所表现的亲切感和信任感,是学生在情感上对教师的接纳程度的反映。“亲其师,信其道。”缺乏亲和力的教师与学生关系疏远,即使业务水平再高,学生也不会轻易接纳、喜欢。而有亲和力的教师往往会散发出强大的凝聚力,容易被学生尊敬和爱戴,也为成功的教育教学奠定了情感基础。因此,亲和力直接影响着教师的教育教学效果。那么,怎样才能提高教师的亲和力呢? 相似文献
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由于对外汉语教学的对象是外国留学生和海外侨胞,对外汉语教师在教学语言的把握上除了遵循一般的教学语言的规则外．还需注意其他方面．尤其要使语言具有亲和力。鉴于此,本文结合具体教学实例,阐述了对外汉语教师在教学时使语言具有亲和力的六个方面。 相似文献
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Altay Eren 《The Australian Educational Researcher》2014,41(4):381-409
The present study examined the mediating roles of prospective teachers’ emotional styles in the relationships between their emotions about teaching and professional plans about teaching. A total of 684 prospective teachers, majoring in computer education and instructional technology teaching, mathematics teaching, preschool teaching, special education teaching, and English language teaching, voluntarily participated in the study. Correlation and structural equation modeling analyses were conducted in order to examine the mediating roles of emotional styles. Results showed that the prospective teachers expected to experience enjoyment more than anger and anxiety regarding their future teaching. Results also showed that the prospective teachers’ attention style and social intuition style played significant mediating roles in the relationships between their emotions about teaching (i.e. enjoyment and anger) and professional plans about teaching (i.e. planned effort and professional development aspirations). Overall results of the study suggest that PTs’ emotions about teaching should be taken into account together with their emotional styles in order to understand their teaching-related future plans more comprehensively and accurately. Implications for teacher education and directions for future studies were also discussed in the present study. 相似文献
12.
薛燕 《佳木斯教育学院学报》2012,(8):153-154
时代发展对大学英语教师的能力和素质提出新要求。大学英语教师的教育教学水平成为高校提高外语教学质量的关键。然而,外在原因、个体原因、教学任务重等诸多因素极大地限制了大学英语教师接受正式继续教育的机会。反思型教学能够成为大学英语教师保持与时代同步的有效方法。经常地反思改进就是一种学习。终生的反思与改进就是一种终身的学习。这种终身的学习将益己益人,益教育、益国家。 相似文献
13.
Juyoung Song Joseph Sung-Yul Park 《Changing English: An International Journal of English Teaching》2019,26(3):252-262
ABSTRACTUsing the notion of structure of feeling by Raymond Williams, this article seeks to illuminate an ideological understanding of Korean English teachers’ anxiety and deep sense of insecurity in English language teaching (ELT). Through a discussion of how their anxiety is grounded deeply within unequal social relations and how they reframe their anxiety through critical reflection on the cultural and ideological bias of their own anxiety, it points out the intricate relationship between ideology and emotion; teachers’ emotions are shaped by dominant ideologies that constitute the social structures constraining their position as teachers, while their engagement with those emotions also enables their self-transformation towards gaining confidence as teachers. The results of the study emphasise the tension between social structure and agency in teachers’ emotional experiences and discuss implications for teacher education and development. 相似文献
14.
教学反思是教育教学活动的重要组成部分,是促进非师范类新教师专业成长的有效途径。教学反思可以提高教师的道德修养,增长教师的教学智慧,提升教师的研究能力。非师范类新教师可以从课堂教学、评价语言、作业布置等方面进行教学方式的转变,助推自身达到专业成长。 相似文献
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教师教育研究所关注的核心问题是教师的专业发展,而教师的专业发展与专业素质密切相关。外语教师专业素质建立在教师认知和教师能力的层面上,主要包括教师学科教学能力、教师的职业观和职业道德、外语教学观等专业素质。本研究借鉴认知论和建构主义理论对外语教师的基本素质构建与内涵、教师学习与专业发展进行动态研究,使我们对外语教师专业素质构建和内涵有更清晰的认识,从而提高外语教师专业素质,促进外语教师专业发展。 相似文献
16.
对于广西新升本的三所地方性高校外语教师的职业发展状况的问卷调查,新升本的地方性高校普遍存在外语师资队伍薄弱、外语教学资源紧缺等诸多问题。促进外语教师职业发展的主要途径：学校加大投入,创造条件,让教师有更多培训机会;外语教师坚持自主学习,不断提高自己的个人素养;建立教师工作坊;重视反思性教学;注重科研创新能力培养,以科研促进教学。 相似文献
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Economic invigoration relies on education. With the rapid advancement of science and technology and the fast development of society, more and more demand has been put on fostering talented people. And how to improve students’originality has become one of the hot topics in Chinese education forum. Beginning with analyzing different foreign language teaching approaches in foreign countries and the general language teaching situation in China, this article holds that enhancing teachers’qualification, analyzing the factors that influ ence students’originality, creating positive classroom atmosphere and conducting creative class activities are indispensable measures of im proving students’originality in classroom teaching. 相似文献
18.
Liisa Myyry Terhi Karaharju-Suvanto Marjo Vesalainen Anna-Maija Virtala Marja Raekallio Outi Salminen 《Assessment & Evaluation in Higher Education》2020,45(1):1-13
AbstractThe aim of this study was to examine the emotions higher education teachers associate with assessment and the factors in their teaching environment that triggered these emotions. As a starting point, Frenzel’s model of teacher emotions and Pekrun’s control-value theory of achievement emotions were used. The sample consisted of 16 experienced and pedagogically advanced teachers who participated in semi-structured interviews. After abductive content analyses, both positive and negative emotions were detected corresponding to Frenzel’s and Pekrun’s models. The main sources of emotions were validity of assessment, assessment methods, pedagogical development and assessment culture. This preliminary study indicates that assessment evokes both positive and negative emotions, and that validity of assessment is a prominent issue in evoking these emotions. Pedagogical training should deal with emotions and their regulation in assessment to help teachers in higher education to cope with negative emotions. 相似文献
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吴珊珊 《湖北广播电视大学学报》2011,31(8):87-88
随着语言测试学逐步兴起,语言测试反拨作用在语言教学中的作用日益彰显,引起学者极大关注。本文通过对已有研究进行梳理,就反拨作用的定义、尺度、方向（正向和负向）,假设、机制等相关问题进行系统、深入的剖析,探寻了语言测试反拨的发展,旨在丰富、深化语言测试学理论发展,期望通过讨论提高教师语言教学的效果,促进学生语言学习的兴趣。 相似文献