中等职业学校英语教学中情感因素研究—以山东省民族中等专业学校为例

中等职业学校英语教学中情感因素研究—以山东省民族中等专业学校为例

郄静静

山东省民族中等专业学校  山东青州  262500

摘要：随着学习理论的深入发展，教育心理学家发现仅仅关注认知的学习理论对于解释学生的全面发展具有很大的局限性，他们越来越关注情感等非智力因素在教学中的作用;英语教学研究也表明情感因素在英语教学中起着极其重要的作用。笔者以山东省民族中等专业学校学生为例展开教学实验，尝试探讨如何将情感因素引入中等职业学校英语教学，以提高英语学习效果。

Abstract: With the in-depth development of learning theories, educational psychologists have found that it has great limitations to use cognitive learning theories to explain the all-round development of the students. They pay more and more attentions to affective and other non-intelligence factors in the role of teaching; English teaching and research also show that affective factors play an important role in English teaching. The author takes an experiment in Shandong National Secondary Vocational School in order to put affective factors in English learning and teaching of secondary vocational school students.

关键词：中等职业学校；英语教学；情感因素

Key words:secondary vocational school; English teaching and learning; affective factors

一、引言

二十世纪以来,人本主义心理学和新的教育理念不断发展，它们都十分重视情感因素在认知学习过程中所起到的重要作用。英语教学研究也表明情感因素在英语教学中起着极其重要的作用，然而“重知轻情”的现象在中等职业学校英语中普遍存在。

目前，国内情感因素在英语教学中的研究已有不少，但主要集中在对高等院校和普通中学学生的英语学习和教学中，对情感因素在中等职业学校英语教学的应用和研究不多。因此，笔者以山东省民族中等专业学校学生为例展开教学实验，尝试探讨如何将情感因素引入中等职业学校英语教学，以提高英语学习效果。笔者选取山东省民族中等专业学校2021级机电专业一个班的40名学生为教学实验对象，记录了该班级授课的一堂教学实例，主要探讨解决以下问题：

（一）哪些情感因素能影响中等职业学校学生的英语学习？

（二）如何利用积极的情感因素提高中等职业学校学生的英语学习？

二、情感教学课堂实例

Affective teaching type: Speaking

Task: asking for information politely.

Time limits: 40 minutes

Teaching aims:

1. To meet the requests of oral English test of Public English Test System.

2. To improve the speaking and communicative abilities.

3. To arouse students' cognitive and emotional needs.

Teaching procedures:

Step1. Pre-class activities

Greetings and pide class into 4 groups.

Step 2. Pre-speaking

Activity 1. Discussion – group work

(This activity is used to stimulate students existing knowledge)

Discuss the question that how Chinese people ask for help. Suppose a situation that you lost the way and you need to ask help to the others, what will you do?

Your best friend_________________________________

The local people_________________________________

The police man_________________________________

(During this process, teachers should greet students with smile, kind tones, as well as the humorous words to make the students more relaxed and active)

Activity 2. Presentation – inpidual work

(This activity is used to improve the self-awareness of the target language among students)

During this process, Students report their findings and teachers should nods and gives praising gestures if their performances are pretty satisfactory then teacher should nod to express the affirmation. If not, teacher should encourage students to do more next time.

Step 3. Speaking

The teacher will present the content of the textbook.

Activity 3. Watching – pair work

(To let Students learn how to observe)

After watching the videos for the second time teachers let the students discuss the following questions according to the cartoon videos.

Question 1. Which video is more polite?

Question 2. Find out the sentences for asking ways and for giving ways in the second cartoon video.

(During this process, teachers are asked to go around and listen carefully to them in order to prepare to offer help with smile and patience)

Activity4. Reading – pair work

Read the words and sentences learned in the last part with group member.

(While students are reading, teachers should go around students and listen carefully to students and be prepared to offer help with smile and gentle emotion.)

Activity 5. Role play – group work

(To stimulate students’ interest by applying language into use)

The teacher has to tell the class that the ways are various when one is to ask questions politely, students can use different languages, then encourage students to use the language if they have the chance to speak to the foreigners in China.

(While students act their role, teacher should be helpful and friendly.)

Activity 6. Reading comprehension

(To lower students’ anxiety of dealing with difficulties)

The teacher gives each student a card of PETS oral English test and let students discuss the following questions and each group should show their answers respectively:

Question 1. What words and sentences can be used in asking information in the card?

Question 2. Is it important to know how to ask others for help or information politely? And Why?

(Teacher should smile and encourage students to discuss with partners and present their answers actively)

Activity 7. Practice – group work、inpidual work、pair work

(To stimulate students’ interest by apply language into use)

The teacher helps and encourages students to use the language to practice.

(Teachers walk around the class and listen carefully to know their choices of language and offer help if it is necessary).

Step 4. Post-speaking

Activity 8. Consolidation – pair work

(To test students’ ability of using suitable language)

Based on the given example, ask students the requests in the left-hand column, and let them describe a situation when the request would be suitable as it is, and ask them to find ways to make the requests as polite as possible.

(When Students are preparing for the questions. Teacher walks to them, listens carefully and gives necessary help)

Step 5. Homework

1. Ask students to find more examples about asking ways in English, and share their discovery with family members.

2. A role play task. Prepare the following situation with your partners and act it out next class.

You are a traveler, ask local people for the ways.

三、教学反思

通过教学实验和调查分析，笔者发现如下结果：

一、兴趣、动机、自信和焦虑等情感因素能够影响中等职业学校学生的英语学习。

二、运用适当的情感学习教学策略，例如：教学形式多样化来激发学生的学习兴趣、和谐轻松的教学环境来降低学生的学习焦虑等，实验班学生的英语学习有明显改善。

研究证明，情感因素在中等职业学校学生的英语学习中具有十分重要的理论和现实意义。利用情感学习教学方法，可以使学生情感因素与英语学习产生内在联系，有利于提高学生的英语语言能力和学习效果。