AbstractWiththedevelopmentoftheglobalizationoftheworldeconomyandtrade,Englishlanguagehasbecomemoreimportantallovertheworld,andeverydaytherearemillionsofpeoplelearningEnglishasaforeignlanguageinChina.Now,focusingonemotional–basedteachingisoneoftheimportantcharacteristicsinlanguageeducationinChina.Emotional-basededucationwillbehelpfulforstudentsintheirqualityeducation.TeachersshouldhelpstudentsexploretheirfeelingsaboutlearningEnglish.Emotional-basedteachinginEnglishfocusesonhowtohelpstudentsdeveloptheircreatity.Qualityeducationcanbedefinedasthedevelopmentofstudentswhole’personinmoderneducation.Wecouldfulfillthegoalsofqualityeducationifwepaymoreattentiontothestudents’emotion.Asforeignlanguageteachers,weshouldupdatetheconceptofeducation,andknowexactlythefunctionoffactors,whichinfluencethestudentslearning.Emotional-basedteachingisamajorpartofeducation.Therefore,theteachersshouldhelpstudentsbuildstableemotionsforlanguagelearning.Keywords：Emotionaleducation。roles。influence。techniquesb5E2RGbCAP摘要隨著全球經濟與貿易地發(fā)展,英語變得越來越重要.在中國,每天都有成百上萬地人學習英語.情感教案作為英語教案中一個重要地因素,我們予以關注.情感教案對培養(yǎng)學生地品質教育有促進作用.老師應該幫助學生尋找學習地英語地激情.作為外語老師,應該對教案概念進行更新,并且明確教案工作中重要地影響因素.因此情感教案作為教育過程中一個重要地因素,老師應該幫助學生建立穩(wěn)定地情感.p1EanqFDPw關鍵詞：情感教案；角色；影響；技巧ContentsIntroduction1BackgroundInformationofEmotional-basedTeaching2DXDiTa9E3d2.1BackgroundResearchforEnglish-basedTeaching2RTCrpUDGiT2.2Emotional-basedTeachinginChina3RolesofEmotioninTeaching43.1InfluenceonMemory43.2InfluenceonThinking54.TechniquesofEmotion-basedTeachinginEnglishClass55PCzVD7HxA4.1LovingStudents54.2StimulatingStudentsLearning’Motivation64.3ExploringStudents’Learning8Goals4.4CreatingaFriendandHarmoniousAtmosphereintheEnglishLanguageClassroom8jLBHrnAILg4.5MakingEffortstoUnearththeMaterials.94.6RealizingtheImportanceofLearning10Conclusion11Reference131.IntroductionWiththedevelopmentoftheglobalizationoftheworldeconomyandtrade,Englishlanguagehasbecomemoreimportantallovertheworld,andeachdaytherearemillionsofpeoplelearningEnglishasaforeignlanguageinChina.TherearesomanypeoplewhoareeagertolearnEnglish.However,ononehand,thenecessaryschooltimethatapersonengagesinislimited.Ontheotherhand,withtheroleofeducationandfutureneedsofthecommunity,thegoalofteachingneedstochangefrombeingmerely “knowledge-basd”and“smartto”focusingonthewholeperson,includingtheiremotions.Therefore,inthelimitedtimeavailable,totrain high-qualitypersonnelandtodealwiththefuturesociety,modernteachingreformisafundamentalissuewhichmustberesolvedxHAQX74J0X.More attentiontothetraditional teachingtheoriesof cognitionandone-sidedunderstandingofthemeansofacquiringknowledgeexistslargelyintheeducationalfield,whichignoresthepsychologicaldevelopmentofthelearners,andexaggeratestheroleofcognitivescience.LDAYtRyKfETeachingisinteractionbetweenteachersteachingandstudentslearningandtheprocessofcommunicatingwitheachother.Intheprocess,teachersandstudentssharetheirthinking,experience,knowledge,andeachother’feelings,ssotheycanmakeprogresstogether.EmotionalfactorsaresignificantinEnglishteachingZzz6ZB2LtkForeignlanguageteachinghasattachedgreatimportancetofeelings,duringthelast40years,especiallysincethe1960s.Soemotional-basedteachinghasinfluencedmodernteachingtheoryandemotional-basedteachinghasbecomeanintegralpartofthepromotionofeducationtoday.Now,focusingonemotional-basedteachingisoneoftheimportantcharacteristicsofeducatingwholeperson.Teachersshouldtrytoinspirestudents

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interestandconfidenceinEnglishlearning. Andresearchandexperienceofemotional-basedteachingindicatesthat

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’knowledge,butshouldalsorespondtostudents’emotionalneedswhenlearningdvzfvkwMI1.2.BackgroundInformationofEmotional-basedTeachingrqyn14ZNXIEmotionisatransitoryexperiencethatisfeltwithsomeintensityashappeningtotheself,generatedinpartbyacognitiveappraisalofsituation,andaccompaniedbybothlearnedandinnatephysicalresponses(Bernstein,Roy,Wickens,1997>.Emotionisthegoldenkeytomoveandopenpeople ’sminds.Ifsteachereducatestudentswithaffection,warmth,andnurturing,studentswillbeabletolearnbetter.Learningistheprocessthroughwhichexperiencemodifies pre-existingbehaviorandunderstanding(Bernstein,Roy,Wickens,1997>.Emotional-basedteachinginEnglishreferstowhileconsideringthefactorofcognition,theteacherbringsthepositiveeffectofemotionintoplayinordertoimprovetheteachingaimsandenhancetheeffectivenessofteachingEmxvxOtOco.2.1BackgroundResearchforEnglish-basedTeachingTeachingstudentswithemotion,thatis,withenthusiasmandfeeling,touchesonthepsychologicalneedsofstudents,andthisapproachcanbeahighlyeffectiveinhelpingstudentstolearn.Teacherswhoaredryandlackpassionateenthusiasmmaynothaveanyeffect.Teachersmustinspirestudentstolearnandgivethemmoreencouragement,andthisactionwouldputstudentsinagoodmood.Ifapersonisinagoodmood,hewillachieveeverythingmoreeasily.SixE2yXPq5AmericaneducationexpertBloomfield ’emotionalseducationtheorysaysthatmanydifficultiesintheschoolsarenotactuallysohardtoovercome.Aslongasstudentsareprovidedwithadequatetimeandtheproperhelp,ninetypercentofthemareabletolearnadiscipline.Studentswhoarepositivelymotivatedhaveahigherlevelthanthosewholackenthusiasm.Studentswhoareinterestedinlearningaremorerelaxed,andlearnmorequicklythanthosestudentswhofeelanxietyandfearwhilelearning.Bloomfieldexplainsthatafearfulmentalityisharmfulfornormalmentalactivities:perception,memory,thinking,andlanguage.Astudentinthenormalstatecanfullyanswerquestionscorrectly,whileinastateoffearandpanichewillbecomestupid.Thatistosay,ifhefeelsnervous,hecannotexpresshimself6ewMyirQFL.2.2Emotional-basedTeachinginChinaAccordingtothe“OrdinaryHighSchoolEnglishCurriculumStandards,”emotionalattitudesarecloselywithlinkedwithEnglishlearning(丹尼爾戈爾曼：1997>.TomaintainapositiveemotionalattitudetowardEnglishlearningisthekeytosuccess.Topromoteinterpersonalcommunicationisoneoftheimportantfunctionsofhumanlanguage.Duringinterpersonalcommunication,anemotionalattitudeisessential.Appropriate useoflanguagecanhelptoimprovecommunicativefeelings,friendships,andmutualrespect.Teachers’emotionalattitudesdirectlyorindirectlyaffectmanyaspectsofEnglishlearning.PositiveemotionsandalivelypersonalitywillhelpstudentstakepartinEnglishlearningandgraspmorelearningopportunities.Forstudents,astrongdesiretolearnandaboldspirittopracticehelpthemtoenhancelearningefficiency.Astrongwillandself-confidencehelpstudentsovercomedifficultiestheyencounterwhenlearningofEnglishkavU42VRUs.Theongoingreformofbasiceducationisimportanttostudentsconcerned.Teachersshouldconsidertheemotionalattitudesofthestudentsintheiracademiceducationandtraining.Intheprocessofbasiceducation,teachersshouldnotonlystresstheaccumulationoflanguageknowledgeandthedevelopmentofskills,butshouldalsolearntocultivatepositiveemotionalattitudes.Comparedwithotherareasofstudy,languagelearningandemotionalattitudesaremorecloselyrelated.Languageinlargepartexpressesandconveysemotions.Communicatingfeelings andsolving emotional problemsuselanguage.Appropriateandreasonablelanguageusagewillhelpstudentstocommunicatefeelings,todevelopfriendships,andtoconveymutualrespect,andthustoimproveinterpersonalrelationships.Atpresent,agrowingnumberofscholarsandteachershavebeguntopaymoreattentiontoexploringtheroleofemotionsinteachingy6v3ALoS89.3.RolesofEmotioninTeachingTeachingwithrespecttoemotionshastwoaspects:Firstisthetaskofimpartingknowledge,skillstraining,andthedevelopmentofintelligence,whicharehardtasks.Secondisthetaskofhelpingstudentstohaveapositiveattitudeinclass.Andthisisindispensabletothefirstaspect.Memory,thinking,andemotionalfactorsinvolvedinthewholeprocessofteachingalsohaveadirectinfluenceontheefficiencyofteachingforeignlanguage.M2ub6vSTnP3.1InfluenceonMemoryMathematicianJohnGriffithestimatedthat,inanaveragelifetime,apersonwouldhavestoredroughlyfivehundredtimesasmuchinformationascanbefoundinallthevolumesoftheEncyclopediaBritannica(Hunt,W,1982>.Memoryismuchmorestronglydeterminedbyinternalfactors,suchashowpeoplethinkandfeelaboutinformationandwhethertheyrelatedittoexistingknowledge,thanbyexternalfactors,suchashowtheinformationisdisplayed(Crail＆Lockhart,1972>.Sotheemotionalstateiscloselyrelatedtothememory.Accordingtoaninvestigation,ninety-threepercentofstudentssaidthatwhentheylearnedenthusiastically,theycouldunderstandquickly andrememberthematerialwell.0YujCfmUCw3.2InfluenceonThinkingAnalyzing andresolvingproblemsarecomplicatedprocesses(Bernstein,Roy,Wickens, 1997>, and emotional influences on the thinking processare veryobvious.eUts8ZQVRdInclassroomteaching,therearenotonlyknowledgeandinformationexchanges,butalsosomeemotionalexchangesbetweenteachersandstudents.Modernpsychologyresearchshowsthatanoptimisticmoodcanhelpstudentstothinkandabsorbinformation。adepressedmoodcaninhibittheendeavorsofthinking.Therefore,teachersshouldarousestudentspositive’emotionstomakethemactiveandhelpthemtofulfilltasks.sQsAEJkW5T

theirlearning4.TechniquesofEmotion-basedTeachinginEnglishClassGMsIasNXkAIn emotional-based teaching, teachersshould set up a relaxed teachingatmosphere,inspirestudents learning’ interest,attachgreat importanceto emotionalexchangeswith students,andformaharmoniousandkind relationshipwith students.Emotional-basedteachingshouldaimtocultivatestudentspositive’feelingsandmotivation,becausestudentsmotivations’canpromoteEnglishlearningandimprovetheirlearningefficiency.TIrRGchYzg4.1LovingStudentsAteacherwhodoesnotlovestudentscanneverbecomeanoutstandingteacher.Theexpectationsandloveofateacherwill haveatremendousinfluenceonmotivatingandinspiringstudents’spiritoflearning.Ononehand,teachersshouldlove,understand,trust,andrespectstudents.Ontheotherhand,teachersarerequiredtotreatstudentsstrictly,guidestudentsintherightdirection,andmaintaintheirdignityinanycase.Intheclass,teachersshouldadjusttheiremotions,butinlife,thingsdonotalwaysgotheirwayandteacherswillmeetvarioustroublesoftheirown.Therefore,teachersmustexaminetheirownemotionswhichwillhelpthemtoempathizewithstudents.Andteacherswillthenbeabletolistentothestudentscarefully,lettingthemtalkabouttheiranguishanddifficulties,andtrainthemtobecomeoptimistic.7EqZcWLZNXRespectisabasicpresuppositionofeducation.Students,aswellasteachers,haveasenseofself-respectanddignity.Teachersshouldnotbeperemptory,butshouldaskstudentstogivethemadviceabouttheirteaching.Meanwhile,teachersshouldlistentothestudentsreasonable’viewsabouttheteachingthatareinsufficientinclassandmakeupfortheinsufficienciesasbestastheycan.Thisisnotonlyconducivestotheirprofessionalpractice,butalsocontributestotheestablishmentofademocraticrelationshipwithstudents.Teacherscanmakefriendswithstudentsifonlytheygetoutoftheroleofhigh-rankingcommanders,andplaygamesandchatwithstudents.Onlybyestablishingharmoniousrelationshipwithstudentscanteachersdesignlessonmaterialfromtheperspectiveofstudents.Ifteacherstreatthemselvesaslearningpartners,theycantrulymeettheneedsofstudentslzq7IGf02E.4.2StimulatingStudentsLearning’MotivationMotivationisthefactorthataffectstheinitiation,direction,intensity,andpersistenceofbehavior.Teachersmustconsiderstudents’experienceandcreateappropriateconditionstomotivatestudentsandreachtheclasslearninggoals.Interestisthebestteacher.InterestinEnglishisnecessaryforstudents.Agoodteachermustfindsomethinginterestingeverywhereandatalltimesanduseadiversityofteachingmethods.Interestingandmeaningfulcontentscanstimulatestudents’interestandmotivationinlearning.TV,electronicandmulti-mediateachingcanincreasestudents’interestinlearning.Furthermore,Englishspeechcompetitions,oralcompetitionsandotheractivitiesarebeneficialtoincreasingstudents’interest,soteachersshoulddesignandorganizeclassactivitiescarefully.Positiveevaluationthatteachersgivestudentsshouldincludesomeencouragingwords,suchas“good”and“goodjob.”Suchencouragingwordsareawarmcurrentthatsurpportsstudentshealthy’psychologicaldevelopment.Positivefeedbackwill promotestudentsdesiretostudyhardandcontinuouslyimprovelearningefficiencyzvpgeqJ1hk.Whendoinggames,ifateacherhasthemdoasimpleperformanceandstudentsperformpoorly,teachersshouldseizetheopportunitytosay,“Itdoesnotmatter.Thinkitover.”Whentheyarewrong,theteachersshouldsaywithasmile,“Becareful,youcandoitbetter. ”O(jiān)r “Nevermind,Iamsurewilldyoubetternexttime. ”studentsThus,’potentialwillbetapped,whichwillenhanceself-esteemandself-confidence.Ifthingsgoonlikethis,theteacherstransferingsuchexpectationstostudentsopenlyorindirectly,itwouldcertainlyaffecttheacademicperformanceofstudentsandhowteachersevaluatestudentsinclass.BeingmotivatedtolearnprovidesimpetusanddirectiontolearnersNrpoJac3v1.Teachersshouldbegintousewordstoexpressemotionsandshouldbefullofpassion.Psychologicalresearchindicatesthatifteacherslove their studentsandhavehighexpectations,thatwillencouragethestudentsgreatly.What’smore,teachersshouldgivestudentstrust,sincererespect,confidenceanddetermination(雅斯貝爾斯 :1991>.AndteachersshouldletstudentsknowtheimportanceoflearningEnglish.Inshort,theteachingofEnglishisanart,andinterestandpassionisthecenterofthisart.Itcanopenchildrenmindstorectifythechildren ’sattentiontowardslearningsothatchildrencanhaveagoodlearningmotivation,andthequalityofforeignlanguageteachingcanbeimproved1nowfTG4KI.4.3ExploringStudents ’LearningGoalsGoalsoflearningEnglisharetocommunicatewithforeignersandknowWesterncultureandhistory.TeachersshouldhelpstudentsknowtheimportanceandvalueoflearningEnglishinmodernlife.TeacherscanintroducesomeexperiencestoenhancethestatusoflearningEnglishin studentsminds’.Todayknowledgeofscienceandcultureisbeinggainedatanincreasinglyfastpaceandisconstantlybeingupdated.Inclass,teacherscanshowsomepicturesofWesterncountriesandpeopletoletstudentsknowmoreaboutEnglishspeakingcountries.Inaword,teachersshouldhelpstudentsknowhowimportantEnglishis.Then,studentscantrytheirbesttolearnEnglishfjnFLDa5Zo.4.4CreatingaFriendlyandHarmoniousAtmosphereintheEnglishLanguageClassroomEnglishasaforeignlanguagelacksacommunicativeenvironmentinChina.Thisrequiresteacherstogivefull scopetotheirexemplaryroleintheclassroomandasmuchaspossibletouseEnglish,whichcanhelptocreateanEnglish-speakingclassroomatmosphere.Butevensomesimpletermsarestilldifficult forbeginners.Therefore,non-verbalcommunicationalsobecomesanindispensableteachingtechniqueinEnglishteaching.Teachersshouldmakefull useofsilentlanguages(facialexpressions,bodylanguage,pantomime,etc.>properly.Throughthis,teacherscaneasilyconveytheirideas.Forexample,theteachermaysay,“Whocananswerthequestion,please?Putupyourhands,”andthenthestudentsraisetheirhands.Meanwhile,cheerfullylookingatthewholeclass,theteachersays,“Sayittogether.-verbal”Nonfactorsintheexpressionsometimesaremorecommunicativethanlinguisticfactors.Humanscommunicateemotionspartlythroughtoneofvoiceandbodypostureormovement,butmainlythroughfacialmovementsandexpressions.Thehumanfacecancreatethousandsofdifferentexpressions(Izard,1971>.Sotheteachersshouldletstudentsgrasptheopportunitiestospeak,findsomesmoothcommunicativechannels,striveforagoodrelationshipbetweenteachersandstudents,andcreateaharmonious,democratic,unitedatmospheretfnNhnE6e5.Teachersinclassshouldnotonlyfocusontheteachingpoint,butalsoconcentrateondifficultiesthatmayariseforstudents.Concerningaboutit,someexpertshaveanalyzedthefeelingsofsomepeoplebytheirownexperiencesinordertodemonstratetheemotionalfactorsinEnglishteaching.Whatisdifferencebetweenemotional-basedteachingandtraditionalteachinginclass.Thelatterfocusesonknowledge,skills,theideologicalcontentofthelesson,andtheformerfocusesonexperiences,showingthecontentofthecourse.CommunicationisthekeytoEnglishlearning,andwhenstudentspracticetheiroralEnglish,theyshouldbebraveenoughtocommunicatewithothersHbmVN777sL.4.5MakingEffortstoUnearththeMaterialsTeachersshoulddoeverythingpossibletomaketheteachingofEnglishlively.Manyteachingmaterialsareboundtobeboringtostudentswhichwillaffecttheenthusiasmofstudents.Teachersmustmaketheseteachingmaterialsspecificandvivid,whichwouldhelptoarousetheinterestandenthusiasmofstudents,deepentheirunderstandingoftheEnglishlanguageknowledge,andimprovetheirabilitytoapplyknowledgeofEnglishlanguage.Inclassroomteaching,teachersshouldusemulti-mediaandothermeansofeducationalsoftwaretocreateaninterestingatmosphereforEnglishlearningandcommunication,andencouragestudentstospeakandactivelytakepartinEnglishlearning.Teachersshouldtakeadvantageofnetworkresourcestodownloadsomepictures,music,history,andotherinformationaboutthetopic,andgivestudentsavoiceandthree-dimensionalthinkinginEnglishandcommunication.Multimediateachingisnotonlyavisualteachingmethodwhichgivesstudentsaprofoundimpressionthatevokestheirinterests,butalsoonewhichcanmaketheconceptunderstoodquicklyandrememberedwellV7l4jRB8Hs.Butusingvisualobjectsanddrawingsarealsoeconomicalandpractical.Thisteachingmethodcouldsignificantlyestablishalinkbetweenlanguageandrealitybyshowing,forexample,apen,abook,apencil,andaruler.Teachersshouldusediverseteachingmethodstohelpinteresttiredorboredstudents.Theycanvarytheteachingcontentsfromlisteningandspeakingtoreadingactivitiestoattractstudents.Instudentsview,’theassistanceprovidedbyteacherswillhelpstudentslearnmorerelaxedlyandstudents