How to Conduct Emotional Education Analysis in College English Teaching

The so-called emotional education is the education of cultivating students＇ social emotion, promoting their self-control ability and promoting students to correctly cope with the relationship between themselves and surrounding environment. In college English teaching, implementing emotional education not only can teach knowledge to students, but also can help others to form perfect personality, to promote all-round development of students. However, fi＇om the present situation, in college English teaching, it generally exists ＂focusing more on knowledge and less on emotion＂ phenomenon, which doesn＇t conform to the requirement of quality education. In college English teaching, conducting emotional education is necessary and imminent.

On the importance of emotional cultivation in vocal music teaching

All teaching have feelings, no feelings of the teaching and learning are short, no matter how much knowledge, or repeatedmemory of how many times, if there is no emotional investment, these will vanish with time, the vocal music teaching is no exception. A lot ofpeople for the understanding of teaching the subject is superficial, that is, the vocal music teaching practice exercises, teach students the correctpronunciation, protect their voice and so on, is not to say how much these cognitive errors, but is too one-sided, if people like this kind of thought,then the vocal music teaching need emotional training？ The vocal music teaching, the cultivation of emotion is not only to make students morerelaxed in learning, but also to let them realize the subject learning fun, learn to take the initiative to learn, so that we can reach our pursuit of ＂liveand learn＂ realm. This article focuses on the importance of emotional education in vocal music teaching.

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.

Human-AI Cooperation in Education: Human in Loop and Teaching as leadership

Using the differences and complementarities between human intelligence and artificial intelligence(AI),a hybrid-augmented intelligence,that is both stronger than human intelligence and AI,is created through Human-AI Cooperation(HAC)for teaching and learning.Human-AI Cooperation is infiltrating into all links of education,and recent research has focused a lot on the impact of teaching,learning,management,and evaluation with Human-AI Cooperation.However,AI still has its limits of intelligence,and cannot cooperate as humans.Thus,it is critical to study the obstacles of Human-AI Cooperation in education,as AI plays a role as a partner,not a tool.This study discussed for the first time how teachers and AI cooperate based on Multiple Intelligences of AI proposed by Andrzej Cichocki and puts forward a new Human-AI Cooperation teaching mode:human in the loop and teaching as leadership.It is proposed that humans in the loop and teaching as leadership can solve the problem that AI cannot cope with complex and dynamic teaching tasks in open situations,as well as the limits of intelligence for AI.

Research on Aesthetic Education in Instrumental Music Teaching

Aesthetic education is an important part of instrumental music teaching content.The study of aesthetic education in instrumental music teaching can not only cultivate sentiment and improve artistic accomplishment,but also promote the healthy and all-round development of students.Through the emotional experience,the students can feel the emotion contained in the music,creating and transmitting the beauty in the performance.This paper starts from the importance of aesthetic education in instrumental music teaching,and analyzes the current situation of aesthetic education in instrumental music teaching,and puts forward corresponding implementation strategies,in order to truly realize the value of talent cultivation and art in instrumental music teaching.

高职钢琴教学中“3425”红色研学模式的实践探索

“红色研学”是近年来备受关注的一种教育模式,是传统课堂的延伸,也是教学改革的创新。本文以高职钢琴教学作为切入点,依托“三全育人”的教育理念,将红色历史资源融入高职钢琴教学中,将探究性学习方式同课内外教学实践相结合,通过“红色文化”主题教学内容、“知情意行”四维教学目标、“线上+线下”两种研学实践及“平时+考核”多元评价机制等方面探讨“3425”红色研学模式在高职钢琴教学中的实践应用,进而助力高职钢琴教学改革。

情绪疏导绘本教学对幼儿情绪能力发展的影响

为探讨情绪疏导绘本教学对幼儿情绪能力发展的作用,以福州市M实验幼儿园3-6岁儿童为研究对象,随机分组形成干预组和对照组,以绘本教学实施作为自变量,幼儿情绪能力的家长评估作为因变量,通过前测、16周教学干预、后测及数据分析进行实验研究。结果显示,相较于对照组,干预组幼儿在情绪察觉、理解、表达与调节等方面能力显著提升,尤其是在情绪察觉和表达上较为显著。

新西兰学前儿童社会情感能力培养:指导框架与项目实践

为提高儿童幸福感和社会包容性,落实国家课程有关社会情感能力的学习结果,在国家课程倡导有意识教学的背景下,新西兰教育部于2019年发布指南文件《在早期学习中支持社会情感能力》,为学前教育提供指导框架,支持教师有目的、有计划地培养儿童的社会情感能力。2020年,在前期项目实践的基础上,新西兰政府发起三个专门针对学前教育的社会情感学习试点项目,对教师和家长进行理论培训与实践指导,取得了良好效果。在追求高质量发展的背景下,新西兰学前教育正在寻求儿童主导学习和教师主导学习之间的一种平衡;通过提供策略和实践指导,可以提升教师有意识地开展社会情感学习的信心和实践能力,改善实践效果。我国儿童社会情感能力培养实践可借鉴国际理论成果和优秀实践经验,关注有意识教学和文化响应实践,加强对教师和家长实践能力的培训。

“身体-情感”秩序下生命教育的意涵、困境与纾解

生命教育是对身体与情感进行深度认知和积极实践的教育活动,贯穿学生成长的各个关键阶段,旨在促进学生的全面发展。生命教育应被置于“身体-情感”的秩序之下,以人与自我共在、与他人交互、与自然交融、与生命对话为主线,通过“身体”“实践”和“情感”的交互,实现对生命教育的“祛魅”“赋魅”和“返魅”。教育工作者应深入探究故事与人、我与我们之间的内在联系,直面并解决生命教育的“离身”之困和“符号”之困。在新时代,为构建高质量教育体系,教育工作者应以“身体-情感”为核心基点,强化生命教育中的“身体在场”和“情感关怀”,重构生命教育理论,明确“共同成长”的生命教育目标,积极探索和实践“知行合一”的教育方式。

社会与情感能力培养融入中职语文教学的机理分析

社会与情感能力源自美国,并在欧美国家迅速发展,由于其进入中国教育领域的时间较迟,与中国现有学科教学整合的机理还有待深入探讨。社会与情感能力培养融入中职语文教学是社会与情感能力培养在中职学科教学领域的本土化转化。社会与情感能力培养同中职语文教学的融合具有其理论的相似性与关联性。两者在育人理念方面具有共同导向,在育人目标方面具有一致性,在育人内容方面具有联系性,在育人方法方面具有互补性。社会与情感能力培养同中职语文教学在育人理念、育人目标、育人内容、育人方法等方面,具有相互衔接的内容基础。遵循理念、目标、载体、机制的设计流程,社会与情感能力培养融入中职语文教学的基本路径分为:共通育人理念,共创育人目标,共建育人载体,共造育人机制。

问题导向教学模式在体育教育专业中的应用研究

以高校体育教育专业羽毛球普修课教学为载体,将问题导向教学模式应用于高校体育教育专业羽毛球普修课中。研究发现问题导向教学模式虽然在提高学生身体素质上没有明显的优势,但能有效地提高学生羽毛球相关理论认知水平,促进学生体育学习情感倾向性,促使学生理解式地掌握羽毛球技术,提高课堂教学效果,为学生掌握羽毛球理论和实践技能提供了有效的教学方法。

小学美术色彩教学中情感培养研究

本研究探讨了小学美术色彩教学中情感培养的理论与实践,强调了色彩教学在培养学生情感、创新思维与审美能力方面的重要作用。通过整合色彩心理学、文化学和美学等多学科理论,本研究提出了一套旨在促进学生情感培养的教学策略,包括整合式教学目标、情感体验中心的教学策略、富有情感的教学内容和创新性的教学评价等。这些策略不仅关注色彩知识和技能的传授,更重视色彩教学在激发学生情感体验、培养创新思维和审美能力方面的作用。本研究的实践意义在于为小学美术教育提供了一种新的视角和方法,有助于促进学生全面而深入的发展。通过对色彩与情感之间关系的探索,本研究为小学美术教育中色彩教学的改革和发展提供了理论支撑和实践指导,为教育工作者提供了有价值的启示,帮助他们在教学过程中更好地引导学生理解色彩,表达情感,从而培养出具有创新精神和审美能力的未来公民。

从“局外”到“局内”:大学体育课堂“边缘学生”归化研究

大学体育课堂中“边缘学生”的存在,成了课堂教育公平推进的阻碍,同时也限制了学生在学业和人格上实现全面、均衡的发展。本文采用文献资料法、逻辑分析法等研究方法,立足于教学实践,在探讨大学体育课堂“边缘学生”内涵与特征的基础上,运用互动仪式链理论分析了大学体育课堂“边缘学生”产生困境的主要原因。基于此,提出大学体育课堂“边缘学生”的归化策略:以教育公平为引领,保障课堂“边缘学生”身心在场;营造温馨情感氛围,引发课堂“边缘学生”情感共振;塑造文化价值符号,增强课堂“边缘学生”身份认同。

情感教育融入语文课程教学的策略刍论

根据新课标的要求,义务教育阶段的语文教学在强化知识传授的同时,必须重视学生在学习中的情感体验。在语文教学中,情感教育不仅能够有效激发学生的思维活力,更有助于学生形成正确的情感态度。情感教育的融入,使得语文教学不再仅仅停留在知识的传授层面,而是深入到学生的内心世界,触发他们的情感共鸣。文章阐述情感教育的特征,强调情感教育融入语文课程教学的重要性,探讨情感教育融入语文课程教学的策略,旨在促进学生情感的发展和完善,提升语文课程的教学质量。

基于情感教育的初中语文课堂教学策略探究

新课标颁布实施后,初中语文教学进行优化和创新,教师在一定程度上提升了对情感教育的重视。初中语文教材几乎每一篇文章都蕴含积极的情感,非常适合对学生进行情感教育。在基于情感教育的初中语文课堂教学中,教师可采取以下教学策略:优化教学设计,明确情感教育目标;创设教学情境,增强学生情感体验;丰富教学内容,满足学生情感发展需求;利用散文教学,促进学生情感领悟;联系实际生活,引发学生情感共鸣。

情感教育在中职德育中的实施策略探微

随着经济文化的快速发展,社会对人才素质与能力的要求越来越高。中等职业教育作为我国教育体系的重要组成部分,承担着培养高素质劳动者的任务。德育是中等职业教育的重要内容之一,关系到学生的思想道德素质和人格养成。情感教育作为德育的重要组成部分,对学生的健康成长具有重要作用。文章探讨情感教育在中职德育中的实施策略,以提高中职德育质量,促进学生全面发展。

哈贝马斯交往行为理论视域下大学生情感教育的困境与突破探微

大学生情感教育是高校思政教育的重要组成部分,在为社会培养具有完善人格的接班人中扮演着重要角色。在正确理解、合理阐释哈贝马斯交往行为理论及其视域下大学生情感教育的内涵的基础上,在交往行为理论视域下审视大学生情感教育的现状,可以发现:在工具理性主导、角色认知偏差、情感教育理论化、教师关注点偏移四种现象中,大学生情感教育依次呈现出语言符号异质、主体间性缺乏、去生活化显现、相互理解难以达成四重困境。交往行为理论视域下大学生情感教育的四重困境突破,需要从营造良好环境、重塑角色认知、立足现实问题、合理安排教学机制四个方向进行探索。

作文教学中学生情感培养路径刍论

作文教学既是语文教学中非常重要的环节,也是培养学生表达能力、思维能力和丰富情感的重要途径。然而,传统的作文教学往往过于注重学生的写作技巧和文字表达能力,而忽略学生在写作过程中情感的发展。随着教育改革的不断深入,情感教育逐渐受到教育界的广泛关注。在作文教学中加强情感培养,引导学生关注自我情感、学会情感表达,具有十分重要的现实意义。文章强调作文教学中学生情感培养的重要性,分析作文教学中学生情感培养的现状,探讨作文教学中学生情感培养的对策,旨在全面提升学生的语文核心素养,促进其全面发展。

语文教学渗透情感教育的路径刍探

在语文教学中渗透情感教育,不仅是落实“立德树人”根本任务的必然要求,也是对语文课程人文性特点的具体体现。情感教育与语文课程之间存在着深层次的内在联系,它们相互交织、相互促进。因此,充分挖掘情感教育在语文教学中的潜在渗透点,并积极探索其实施路径,对于语文教学的提质增效具有重要意义。文章阐述情感教育的内涵,强调语文教学渗透情感教育的重要性,结合语文教学渗透情感教育现状,探讨情感教育在语文教学中的渗透路径,旨在为语文教学中的情感教育提供有益的参考和借鉴。