师情友情的楷模——论废名对周作人的接受

废名与周作人在现实生活中,由师生关系上升到朋友之情,他们互敬互爱、互相支持、互相帮助。在文学创作方面,他们同声相应、同气相求。但又君子和而不同,在文学上各自以其独特的面貌被后人不断地言说评判,成为师情友情的楷模。

有一种爱是责任,有一种情是师情

在传统师道中，师德为百业道德之首，是教书育人的基本要求，强调人格独立、立德善教。教师不仅是授业的经师，更要做传道的人师，其道德操守、行为举止向来受到严格的规范。针对中职学校学生的特点，更应该加强师德建设。爱心是师德的核心，教9币的人格魅力是师德的催化剂，教师是美的传播者。

名人的尊师情

自孔子在山东曲阜开创第一所“学校”以来，尊师之风日兴。“一日为师，终身为父”一类的训诫代代相传。我国从古至今，被传为佳话的名人尊师范例，不胜枚举。且举以下最为突出的数例：

师情之花 晓春绽放

春蚕的谢幕预示着新蛹的诞生,花儿的凋落滋润了泥土的芬芳,鲸落的出现得益于汪洋的孕育。粉笔书笺,三尺讲台,数载春秋无怨悔,桃李满园慰初衷;冬去春来,匆匆岁月,师情之花,晓春绽放。虽是初秋时节,但藏不住暗花残香。风轻,挡不住秋意渐浓。我踩着片片落叶,来到这座崭新而陌生的校园。初到校园,我彷徨、迷茫。直到那一次经历过后,我心底的阴霾彻底消散。自习时间,你缓缓向我走来,窗边洒下的金光揉进你青色的纱裙,将你的轮廓变得朦胧。

涓涓细流唱师情

敬爱的老师，您的爱像太阳一样温暖，像春风一样和煦，像清泉一般甘甜。您的爱，比父爱更严峻，比母爱更细腻，比友爱更纯洁。您的爱是天底下最伟大、最高洁的爱。

创建“五位一体”的教室文化 促进高校学风建设

学风是大学的灵魂与特色所在。作为高校的一个重要文化阵地——教室,在学风建设中发挥着特有的作用。高校应高度重视教室文化建设,构建以社会主义核心价值观、规章制度、文化情景、师生共建、典型示范"五位一体"的教室文化。

用“情”支撑起孩子的人格大厦——初中政治思想课情感教育浅探

情感教育是人类实现一切成功教育的关键,是青少年健康成长、建构高尚人格的基石。而亲情、师情、友情是思想政治课培养学生健全人格和实现青少年民族情、爱国情这一终极目的的杠杆,我们必须切实抓好,为青少年的健康成长奠定坚实基础。

论德育对小学生心理的影响

"学深为师,德高为范"。为人师表,不但要有过硬的"教书"技能,而且还应具备丰富的"育人"经验。德育是小学教育中重要组成部分,它贯穿于整个教育之中。培养学生良好的道德情操,养成良好的道德行为习惯,提高他们的道德修养,是教育者的首要任务。

浅谈班主任的非权力性影响力

班主任不能仅仅依靠外界赋予班主任的权利对学生产生影响力,而应该以自己的思想境界、师德修养、敬业精神、丰富的学识和诚挚的感情去树立自己的威信。提高工作效能,这就是班主任非权力性的影响力。

语文教学应让“情”溢满课堂

学生对自己有兴趣的事充满激情,而对学习则热情不高,语文是一门满富情感的学科,作为语文教师,要从在＂文情＂＂师情＂＂生情＂唤＂生情＂,激活学生的情感,让学在课堂上真情表达,在交流中展现自己的认识,以更好的进行语文学习。

The Emotional Approach of Foreign Vowel Acquisition Within the Example of British English Vowels

The aim of the article is to present results of research that was performed with 97 Polish students of the second and third year of English Philology. The purpose of the research is to examine how conscious manipulation of facial expressions aids acquisition of foreign vowels by learners, regardless of their native language and the culture they have been brought up in. Taking advantage of achievements derived from such disciplines as psychology of emotions and phonetics depicted as a physical process, an attempt is made to find a tool that improves teaching/learning of foreign vowels, that is to say, an effort is put in search of a useful method to make the phonetic process faster and more accurate. Teachers of English are encouraged to put the method, which is described in detail in the paper, into practice with their own mother languages and to share opinions about the method with colleagues. Similarly, it is believed that it can be applied to courses of other languages than just English. Teachers of those languages are encouraged to try to use it, too.

Normal Art Education Research on Emotional Education

Normal Art Education should adapt to the needs of social development, has the inevitable need to constantly adjust itself to reform. With the world of politics, economy, science and technology of ＂integration＂ process, China＇ s teachers art education are faced with a unknown era full of opportunities, challenges. In recent years, aiming at the trend for the development of art education in primary and secondary schools, colleges teachers have repeatedly reform their own education system, trying to set up a suitable art teacher education system, however, due to various reasons, Teachers Colleges＇ art teacher education reform has no optimistic results.

Empathic Design： Cases Study of Designers Creating Empathic Phenomenons and The Dimensions of Empathic Design

Ickes （1997） has mentioned that empathy is a complex form of psychological inference in which observation, memory, knowledge, and reasoning are combined to yield insights into the thoughts and feelings of others. The phenomenon of empathy has been discussed in philosophy, aesthetics, and psychology for many years. In the beginning of the 20th century, an extensive discussion on this phenomenon has been led by European intuition phenomenologists such as Husserl, Sartre, Brunswik, and Heider, etc. It is known that the theory of its development relates to understanding human feelings and emotions. Empathic design in the design field has developed emotional design, inclusion design and universal design, etc. Empathic design is an emerging issue in the design field. What are empathic design, designing process, design methodologies, and a strategic design model？ Why is empathic design important to the creative and designing processes？ Empathic design is one of the useful ways to understand interpersonal relationships that might influence the creative and designing processes, design strategies and innovation. Empathic design that emphasizes listening to the voice from customer＇s heart and designing this into design has been proved to be something the customer really needs in brand communication messages and brand values. This paper researches, investigates and gathers the research methodologies and combines a literature review, case study, structured interviews, and grounded theory. The structured interviews comprise four designers who worked in the brand design department, including two senior designers and two junior designers. Thus, a literature review is conducted in this research to discuss the empathic design model, explore founding theories and then seek to analyze and propose a structured empathic design model. Finally, the research presents an empathic design model to explain several denominations, which are empathic communication, empathic aesthetics, empathic innovation, empathic methodologies, empathic culture and others. The design creation process from abstract ideas to concrete manifestation for reference of design students, design teaching, and design practice.

Visual Literacy From the Perspective of the VTS Method

The purpose of this article is to investigate visual literacy from the perspective of the VTS （Visual Thinking Strategies） method. The authors examine the viewpoints of seven American elementary school teachers on visual literacy and its meanings in the context of the VTS method. Data collection was done using a semi-structured questionnaire, which was followed by theory-driven content analysis. The authors emphasize that when supporting holistic development in a teaching context, it is the interconnected nature of aesthetics, growth and the learner＇s learning which is more important than developing special skills, like visual literacy. In the teaching context visual literacy and language development should be acknowledged in pedagogy and research.

Job Burnout of English Teachers in Secondary Schools in Western China

Through the analysis of 86 valid questionnaires and twice follow-up interviews connected with twice MBI-ESs for the three chosen participants, this study shows that： 1） The job burnout syndrome of English teachers in secondary schools is not very serious; 2） There＇s no significant difference between male and female teachers, between teachers in junior and senior middle schools or between teachers in key and average schools, but teachers with more teaching experience can often find a sense of personal achievement; 3） The causes of English teachers＇ job burnout in secondary schools lie in external factors, such as unreasonable school policy, student-management pressure, exam pressure, etc. and internal factors, such as knowledge exhaustion, lacking self-adjustment, etc.

Teacher Frustration and Emotion Regulation in University Language Teaching

Few jobs come without irritations, and foreign language instruction comes with its own particular set of frustrations which, when accumulated, can lead to stress and eventual burnout for teachers.One mechanism for reducing such frustrations is that of emotion regulation, the cognitive and behavioral strategies individuals employ to manage the emotions they experience or display. To date,no known studies have reported specifically on the in-class frustration experienced by language teachers, or on how teachers regulate their feelings of frustration. Herein, the authors discuss the experiences of seven EFL teachers at a university in Japan obtained through a series of semistructured interviews, classroom observations and corresponding stimulated-recall sessions. The authors discuss four salient thematic frustrations: student apathy, classroom silence, misbehavior in the context of relational strain, and working conditions. The results reveal that participants applied contextually-dependent emotion regulation behaviors, the success of which was often contingent on the participants’ levels of confidence and control over the stressors. Thus, participants showed more success in managing pervasive low-level stressors such as apathy and silence, and more support would be welcome to aid them to manage more debilitating stressors such as student misbehavior.The authors offer suggestions for teachers, trainers and institutions on reducing frustration.

The Relationship between Trait Emotional Intelligence and Experienced ESL/EFL Teachers' Love of English, Attitudes towards Their Students and Institution, Self-Reported Classroom Practices, Enjoyment and Creativity

This paper reports an investigation into the relationships between global trait emotional intelligence(Trait EI), as well as the four factors that constitute it(well-being, emotionality, self-control, and sociability), and quantitative data from 513 experienced ESL/EFL teachers from around the world about their love of English, their attitudes towards their students and institution, their self-reported classroom practices, their enjoyment, unpredictability and creativity. The results showed significant positive correlations. The analyses revealed that global Trait EI, well-being and sociability were significantly positively correlated with most dependent variables while emotionality and self-control were significantly correlated with a number of dependent variables. Global Trait EI and emotionality were significantly positively linked to the English proficiency of English foreign language users but not to that of the English L1 users. The pedagogical implication is that having a sufficient level of Trait EI helps teachers deal effectively with their own and their students’ emotions.

Waning and Waxing of Love: Unpacking Layers of Teacher Emotion

In this study, we investigated how an English-as-medium-of-instruction mathematics teacher in China and an English teacher in Nepal fell into and out of love with the teaching profession. A theoretical framework of love, which drew from the theorization of love in Barcelos and Coelho(2016) and Lanas and Zembylas(2015), was adopted to provide guidance for our understanding of the construct and our interpretation of the data. In this framework, love is conceptualized as being communicated through teachers’ attending to individual students, and building a mutually supportive learning environment. In addition, love is also seen as socially and historically constructed. Our data include interviews, teaching materials, and other curricular artifacts. Our findings revealed that teachers’ love toward the profession sustains their investment in teaching, and their love of their students helps them accept the students on the latter’s own terms. In addition, a loving relationship between teachers and students was also instantiated in the mutual understanding and support between both parties during classroom interactions. Finally, we also demonstrate how our two focal teachers’ love of the profession was either enhanced or worn out due to work-related sociopolitical factors.

Exploring University ESL/EFL Teachers' Emotional Well-Being and Emotional Regulation in the United States, Japan and Austria

Teacher well-being has been shown to play a central role in the quality of teaching and student achievement(Day & Gu, 2009;Klusmann, Kunter, Trautwein, Lüdtke, & Baumert, 2008). However,the teaching profession is currently in crisis as it faces record rates of burnout and attrition(Borman & Dowling, 2008;Hong, 2010;Lovewell, 2012), including stressors specific to the changing nature of foreign language teaching(Hiver & Dornyei, 2015;Wieczorek, 2016) and to higher education(Kinman & Wray, 2013). This study seeks to understand how language teachers perceive of and experience their emotional well-being and what strategies they employ to manage it. Through a series of 12 in-depth, semi-structured interviews with ESL/EFL tertiary-level teachers in the United States, Japan and Austria, we explore a range of contexts examining how participants perceive of factors that add to or detract from their emotional well-being, the challenges and joys these teachers face in their professional and personal lives, and the most salient emotional regulation strategies that they employ to manage their emotions.

Situational Factors of Job Burnout in Polytechnic EGP Teachers: A Diary-Based Case Study in the Chinese Context

Job burnout is a synthetic syndrome of emotional exhaustion, depersonalization and reduced personal accomplishment. It has a time-linked and situation-specific nature by developing gradually and fluctuating with changes of environmental contributors. In this study, four related diary entries were analyzed narratively, written by a polytechnic teacher teaching English for General Purposes （EGP） in a semester, to verify the possible work- related situational factors causing iob burnout of EGP teachers in the Chinese context. The results revealed ten environmental burnout elements, including overload, severity of students＇ problem, lacking supervisors＇ support, limited iob autonomy, a stern hierarchical organizational system, and opaque operating rules. We interpreted the results in terms of teacher professional development and proposed that enhancing EGP teachers＇ professional identity and revaluing the EGP course in polytechnics were the basic ways to mitigate burnout and improve English teachers＇ professional development.