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1、中学课堂教学中的情感智力培养Emotional Intelligence Training in Middle School Teaching ClassAbstract: The low emotional intelligence manifested in middle school makes middle school students necessary and important to educate them in emotion and intelligence in the whole process of education. As an important part o
2、f education, middle school teaching should not only teach students basic knowledge and skills, but cultivate in them more emotional intelligence. Emotional intelligence is very important in middle school teaching class and has a great influence in education and life. So, middle school teachers, in t
3、he process of middle school teaching, should change their ideas, expand their knowledge, foster students emotional intelligence by means of various methods and ways, and improve students abilities in understanding self-feeling, recognizing others feelings, self-feeling control, self-stimulation and
4、self-worth, so as to lay a sound basis for the successes to in their future.Key words: middle school teaching; emotion; intelligence 摘 要：目前，中学生的情感智力的普遍偏低的现状，使人们看到了情感智力教育在整个教育过程中的必要性和重要性。中学教育作为整个教育的一个很重要的部分，不仅要向学生传授基本的知识和技能，还要更多地培养学生的情感智力。因此，中学教师应该转变观念，提高认识，在教学过程中，运用多种教学方法和手段对学生进行情感智力的教育和培养，使学生提高了解自我
5、情趣，识别他人情绪，自我管理情趣，自我激励和自我价值等方面的能力，为他们将来实现成功的人生奠定良好的基础。关键词：中学教育; 情感; 智力ContentsI. Introduction.1II. Background Information of Emotional Intelligence Teaching.2III. Literature Review of Emotional Intelligence.3A. Emotional intelligence teaching abroad3B. Emotional intelligence teaching at home.4IV. Tac
6、tics on Finding Emotional Intelligence Factors in Middle School Teaching Class 5A. The problems of middle school students in teaching class.5B. The analysis of the problems in middle school teaching class.6C. The importance of emotional intelligence training in middle school class.6V. Tactics on Emo
7、tional Intelligence Training in Middle School Teaching Class 7A. To pay attention to the students self-confidence.7B. To lead students to realize their self-worth.8C. To develop students goal orientation.8D. To train the ability of students self-regulation.9VI. Conclusion.9Work Cited11I. Introductio
8、nIn the 21st century, human society comes into the knowledge economy age that takes high technology as guidance. The 21st century is the age that comprehensive national power competes with talent full-quality. When we come into 21 century we face a realistic permanent challenge. With the development
9、 of the globalization of the world economy and trade, knowledge has become more important all over the world, and each day there are millions of people learning knowledge in China. There are so many people who are eager to learn knowledge. On one hand, the necessary school time that a person engages
10、 is limited. Today human knowledge of science and culture has gained an increasingly fast pace and updating, which is caused by the internal nature of the education and the educational content variability between the increasingly sharp contradictions. On the other hand, with the role of education an
11、d future needs of the community, the goal of teaching contently enriches the content from the “knowledge-based” and “smart” to “personality development” direction. Therefore, in a limited time available, to train high-quality personnel and to deal with the future society, modern teaching reform is a
12、 fundamental issue, which must be resolved. More attention to the traditional teaching theories of cognition, one-sided understanding of the means of acquiring knowledge exists largely in educational field, which ignores the psychological development of the learners, and exaggerates the role of cogn
13、itive science. Therefore learners essentially negate the overall mental development. Teaching is the unity of interaction of the teachers teaching and students learning, and it is a process to communicate with each other. In the process, teachers and students share their thinking, experience, knowle
14、dge, and each others feeling, so they can make progress together. Emotional factors in teaching are that teachers transfer students emotion into the emotional needs of the students in learning. Teaching attaches great importance to the feeling during the last 20 years, especially from 1960s, emotion
15、al teaching has influenced on school modern teaching theory and emotional teaching becomes an integral part of the promotion of quality education today, so teaching in middle school should become emotional areas of research. Now, focusing on emotional intelligence training is one of important charac
16、teristics in innovation of the basic educational project. Teachers should gift students interest, and confidence in teaching class. Teachers should put the people-oriented approach and sustainable development into education. So in research and experience of emotional intelligence training, teachers
17、should pledge to increase students knowledge, develop students emotion (moral, Intel lecture), and sublimate their nature. It is coincidence with principle of quality education in learning activity. We could fulfill the goals that develop teaching quality.II. Background Information of Emotional Inte
18、lligence TeachingEmotion is a transitory experience that is felt with some intensity as happening to the self, generated in part by a cognitive appraisal of situation, and accompanied by both learned and innate physical response. Emotion is the golden key to move and open peoples minds. Emotional in
19、telligence is one important aspect in teaching class. If teachers educating students with affection, and moving the students to use their minds to bring up the warmth and spirit of mannose, and nurturing the students with emotional harmony and high emotional intelligence, will enable students to lea
20、rn better. In the early 1990s, the American psychologist Peter Salovey from Yale College and John D. Mayer put forward the term “Emotional Intelligence”. Later, in Times, the writer Daniel Coleman published his book Emotional Intelligence which brought in the attention of people all over the world a
21、nd more and more people began to study the problems of emotional intelligence in teaching class. In 1990, Peter Salovey and John D. Mayer published Emotional Intelligence in Imagination, Recognition and Personality and came up a frame of emotional intelligence. They describe the emotional intelligen
22、ce as a structure of three kinds of abilities: 1) the ability to accurately evaluate and express ones mood. 2) the ability to efficiently adjust ones mood. 3) the ability to apply ones mood to the process of the behavior of motivations (such as plans, success and so on). In 1993, the article the qua
23、lity of emotional intelligence on Intelligence gave the further connation of the concept of emotional intelligence: emotional intelligence is a kind of social intelligence, including the ability to guard, monitor and distinguish ones and others mood, as well as point individual thought by mood infor
24、mation. It specifically contains: 1) to distinguish ones and others mood. 2) to adjust ones and others mood. 3) to apply mood information to guide ones thought.Emotional intelligence teaching in English class refers to while considering the factor of cognition, the teacher brings the positive effect
25、 of emotion into play in order to improve the teaching aims and enhance the effectiveness of teaching. In this way, the teacher can help students improve their emotional intelligence and they may fit the society better and make more success in the future.Whats more important, the low emotional intel
26、ligence manifested in students in teaching class makes it necessary and important to educate them emotion and intelligence in the process of teaching class. As an important part of education, class teaching should not only teach students basic knowledge and skills but pay attention to the emotional
27、intelligence in the process of teaching class. So in the process of teaching, teachers should change their ideas, expand their knowledge, foster students emotional intelligence by means of various teaching methods and improve students abilities in understanding self-feelings, recognizing others feel
28、ings, managing self-feeling, self-stimulation and inter-personal relations, so as to lay a basis for the success of their future life. In the new position of education, the reform in basic education changed the methods of teaching in class. The students emotional intelligence in teaching class is be
29、coming more and more important The new course-target is not only concerned about the knowledge and skills but pays more attention to the intelligence target related closely to students(杨梅明 56).III. Literature Review of Emotional IntelligenceHuman have emotions, and education cannot be the museum in
30、the heart but the learning of emotions. The ultimate value of the emotion is the absolute truth and all the essence of education. The absolute lack of enthusiasm makes it seem that their life is dull, plain and meaningless. Teaching students with emotion touches the spiritual needs of students and i
31、mproves their emotional intelligence, and this approach can play a highly effective role. Doing nothing but just teaching those students who lack passionate enthusiasm the basic knowledge may not have any effect. We must inspire students to explore the idea of independence and lead the students to r
32、ealize their own abilities and self-worth, but such thinking is organically linked with training their emotional intelligence in class. If a student is in good mood in class, he will learn and master everything easily.A. Emotional intelligence teaching abroadAmerican education expert Bloomfields emo
33、tional education theory thinks that many difficulties in the schools are artificial, but not individually inherent. As long as students are provided with adequate time and the proper help, 90 percent of them are able to learn a discipline. A student with a positive emotional learning motivation has
34、higher level than those who lack enthusiasm. Students who are interested in learning are more relaxed, more quickly than those students who feel anxious and fear of learning materials. He says fearful mentality is harmful for normal mental activities: the perception, memory, thinking and language. A
35、 student in the normal state can fully answer the questions correctly, while in a state of fear and panic he will become stupid. That is to say, if he feels nervous, he cannot express himself. So the students emotions have great influence on their effective learning.Coleman thinks emotional intellig
36、ence is anther kind of intelligence. One with high emotional intelligence has good self-control, rich and stable affect, steady and lasting attention, strong will, intact and harmonious personality, well social association ability and good ability to stand failure and frustration. On the contrary, o
37、ne with low emotional intelligence always cant control his feeling and has a lot of difficulty in society. The American psychologist Roger says, ones recognition activities always come with ones affection. When ones affection is constrained or even obliterated, his potential ability of self-creativi
38、ty cant get developed and achieved. Only to respect students inner world and understand them can arouse their enthusiasm of study and strengthen their self-confidence (Roger 80 转引自项茂英 120).Therefore, we can see emotional intelligence is very important to ones success in the future. Middle school tea
39、ching plays anther significant role in ones life. It is necessary and important to pay attention to emotional intelligence in middle school teaching class.B. Emotional intelligence teaching at home. According to the “Ordinary High School English Curriculum Standard”, emotional attitude gets closely
40、with the students learning. To maintain a positive emotional attitude towards learning is the key to success. To promote emotional intelligence is one of the most important functions of class teaching. Middle school teaching class, emotional intelligence is essential. A high emotional intelligence o
41、f students can help to control their feelings and they can easily get confidence friendships, and respects. Emotional intelligence directly or indirectly affects many aspects of learning. Positive emotion and lively personality will help students take part in teaching class and grasp more learning o
42、pportunities. Strong emotion to learn and bold spirit to practice helps students to enhance learning efficiency. Strong will and self-confidence helps students overcome difficulties encountered in their study. The ongoing reform of basic education is an important aspect of the students concerned. Te
43、acher should put the emotional intelligence training of the students into academic education and class. A basic education not only accumulates the knowledge and develops the skills of students, but also has the responsibility and obligation to cultivate a positive emotional attitude. Students with a
44、 positive emotional attitude can improve their emotional intelligence. Training students their emotional intelligence can help them to solve emotional problems in their study and life. Appropriate and reasonable emotional attitude will help students to communicate feelings, friendships and mutual re
45、spects, to improve interpersonal relationships. At present, a growing number of scholars and teachers begin to pay more attention to explore the emotional teaching, because strengthening the quality of education gives teachers a new mission.IV. Tactics on Finding Emotional Intelligence Factors in Mi
46、ddle School Teaching ClassSince the emotional intelligence has an important influence in English teaching class and there are still some problems in middle school teaching, in order to improve the efficiency of English teaching, I make some survey about the situation of the influence of emotional in
47、telligence in middle school. According to the analysis of the paper, I mainly discuss the problems of middle school students in teaching class, the analysis of the problems and the importance of the emotional intelligence training in teaching class. A. The problems of middle school students in teach
48、ing class.At present, the emotional problems always happen in middle school. Some students become cold, lack of sympathetic, fragile and impetuous. They cant stand frustration. Once they fail in an exam, they will get very depressed and may give up themselves and their future. Some students cant focus their attention on the class and even cant sit on their seats for several minutes. They look so upset and always try to talk with each other. It seems that they are not interested in English at all. Some students just si
