On Emotional Infiltration in Primary School English Teaching

On Emotional Infiltration in English Teaching in Primary Schools

American educator Bloom said, "A student who studies with positive emotions should learn more easily and quickly than those who lack feelings, fun or hobbies, or those who are anxious and afraid of learning materials." The process of students' active learning English is the coordinated development of intellectual factors and emotional factors. If students' "IQ" and "EQ" are compared, "IQ" is a part exposed to the water, while "EQ" is the most submerged. English Curriculum Standards (experimental draft) takes emotional attitude as one of the teaching objectives, which reflects the people-oriented educational thought. Emotion is an important factor that affects students' healthy personality. Good emotions can stimulate strong hobbies, and then turn them into motivation and internal drive for learning. English teaching in primary schools is not only a process of imparting knowledge, but also a process of emotional communication between teachers and students and the development of students' intelligence. In the teaching process, we should pay attention to the cultivation of students' EQ, and try our best to dig out students' EQ, so that students' cognitive factors and emotional factors can be the same, which can further enhance the English teaching effect and really improve students' English level.

First, cultivate students' strong interest in learning with the help of emotional media

Confucius has long said in The Analects: "Those who know are not as good as those who know, and those who know well are not as happy as those who know. Education should try to stimulate children's interest in learning, so that they can learn knowledge with a happy mood, turn knowledge into a happy thing, and thus get emotional satisfaction. The main purpose of English teaching in primary school is to stimulate students' interest in English, make them dare to speak out, gain some perceptual knowledge of English, lay a good phonetic foundation and develop good study habits. Psychologists believe that emotion is people's attitude and experience towards objective things. If teachers pay attention to the emotional effect of students' learning process and make full use of the positive role of emotion in teaching, they will certainly achieve good educational results.

1. Establish a harmonious relationship between teachers and students.

once the teacher's kind face, expectant eyes and appropriate gestures are transformed into vivid emotional experiences, students will have corresponding emotional cries. Emotional blending between teachers and students and lively classroom atmosphere are helpful to enlighten students' intelligence and develop their potential. Teachers express the joys and sorrows in teaching materials through vivid language, guide students to experience the scene and perceive the image, and make students' thinking rise and fall happily with the teacher's teaching ideas, thus promoting students to absorb and grasp the content taught. In addition, timely evaluation plays a regulatory role in students' learning emotions, and primary school students especially need teachers' evaluation. In classroom teaching, correct, appropriate and encouraging evaluation can enhance students' confidence and cultivate their interest in English learning.

2. Carefully grasp each "every time"

Pupils are always deeply impressed by what they see and hear for the first time, and what is novel and interesting is even more unforgettable. Teachers should make good use of the "first time" and make it an effective motivation for students to learn. Think about it. When the English teacher came into the classroom for the first time, he said to the children, "Students, today we are going to learn English." How dull this gives the children an impression. In another way, write "Welcome to English!" in beautiful English font on the blackboard. Cheerful English songs are played on the tape recorder, and then a teacher introduces himself in English. Ask students to talk about the use of English in our lives (if there are various English instructions, you can study abroad when you grow up, etc.). These will be deeply imprinted on students' minds, making them feel that English is very close to our lives, and learning English is such an interesting and beneficial thing. When students speak the first sentence in English, greet their teachers shyly for the first time, perform dialogues with classmates for the first time, sing English songs for the first time, and play English games for the first time ... These feelings of novelty, joy, pride and happiness cultivate students' strong interest in learning, and countless opportunities to cultivate hobbies will come quietly with this "first time".

3. Use a variety of teaching methods to design each English class skillfully, so that students can experience success.

colorful extracurricular activities are an important way to cultivate students' interest in English, but successful English classroom teaching plays an important role. We should make students pretend to be masters, actively, actively, boldly and happily participate in English classroom teaching activities, improve their listening, speaking, reading and writing abilities in various drills and exchanges, and stimulate the emotion of active learning.

It is children's nature to be lively and active. It is a good way to make them move, to combine "learning by moving" with "learning by moving", and to properly design some hands-on content in class. Students learn while moving, which makes boring sentence pattern drills lively and interesting, which is conducive to mobilizing students' learning enthusiasm and improving learning efficiency. In the Oxford English textbook, there are many things for students to do. Teachers should not demand too much perfection of students' small production. What is important is the process and language, with listening, speaking, reading and writing exercises interspersed. For example, when teaching telephone language, students are required to make their own telephones. In the production process, students first learn the required materials such as two cups and string, and then learn Make two holes； while doing it; Join the cups； It's a telephone. A telephone has been made successfully, and the students have mastered the sentence patterns they want to learn. Then, let the students use their own telephones to make analog telephone conversations. Students' hobbies are unknown.

In teaching, teachers should use various methods to cultivate students' awareness of actively participating in language activities, so that students at all levels can experience the joy of learning and improve their learning hobbies. By playing, touching, acting, singing and painting, students can not only be stimulated to participate in learning with multiple senses, but also gain a sense of accomplishment for students at different levels. A sense of accomplishment is a factor that motivates students to learn. Once students form a sense of accomplishment, they will have a stronger enterprising spirit.

Second, create language situations to cultivate students' ability to be familiar with the world and understand the emotions of others

1. Make full use of modern information technology to help students perceive and understand language and culture.

"Language is the carrier of culture". Foreign culture is included in all aspects of our English teaching. In teaching, according to the needs of teaching materials and the characteristics of students, we edited, downloaded and produced lively courseware with audio-visual combination from different channels, which provided students with real language situation. There are many versions of textbooks used at this stage, but they all have a lot of introductions about cultural knowledge. Our teachers should be good at using these materials to make them become a channel for students to understand the world and go to the world.

2. Create a speaking environment and cultivate students' habit of communicating in English.

Scenarios can make abstract language concrete and vivid. Explaining and practicing English knowledge in vivid and vivid scenes can promote learning and understanding, remember what you have learned and improve your ability to use language in practice, making English classroom teaching interesting and vivid. The following methods are commonly used:

(1) setting up scenarios skillfully in real objects; Physical objects are the most commonly used visual props, and teachers should make use of those physical objects that are easy to prepare and carry, such as teaching What can you smell? Sometimes, students can bring their favorite fruits and food. With specific things, the whole class will be flesh and blood.

(2) living landscape scene; Teachers can guide students to carry out activities such as "live broadcast" and "answering reporters' questions" in combination with the content close to daily life. For example, when teaching Family, I take "Happy Family" as the theme, and ask students to bring photos of their families, or pictures of their own families to introduce family members, and then let other students ask questions in the form of: Who' she? Who’s he? What’s your father? What’s your mother doing? What does your aunt like? To choose a happy family.

Many students only pay attention to the form of language when learning English, but ignore the meaning and content, which leads to nervousness and easy misuse when speaking English. Only by increasing the accumulation of "speaking" experience, adapting to the speaking environment and developing the habit of speaking can this situation be changed. In senior teaching, we can use the first 2-3 minutes of each class to let students talk freely in English. This not only creates a good English communication atmosphere, but also helps students to consolidate their English knowledge. After learning the text dialogue, the teacher creates a dialogue scene according to what he has learned, so that students can be familiar with the language they have learned in communication. Creating scenes can make students participate boldly and carry out a lot of language practice, so as to achieve the purpose of applying what they have learned and communicating in English.

Third, create a good communication atmosphere and cultivate students' language communication ability and the spirit of unity and cooperation

1. Role-playing

Role-playing is a teaching method commonly used by teachers in teaching. It provides students with opportunities for self-expression, self-exertion, unity and cooperation, and also cultivates students' language communication ability. Teaching practice has proved that primary school students are very interested in role-playing, which requires close cooperation and active participation among students, and any uncoordinated cooperation will lead to the failure of the performance. Therefore, they can not only actively participate in language practice, but also pay attention to coordinating their relationships and actively help poor students in order to make the activity a success. Through such cooperative learning, the friendship between team members is enhanced and the students' ability of unity and cooperation is enhanced.

2. Group competition

Competition provides students with an important opportunity to succeed. In view of the strong sense of collective honor of primary school students, we use the form of group competition in teaching to mobilize the enthusiasm and initiative of students at different levels. In the group competition, only if everyone works together can we win. For example, after learning the numbers 1-1, students will be divided into groups for a number-reporting competition, and the group that speaks quickly and accurately will be the superior group. Each group of students can prepare carefully and cooperate actively.

In addition, small production activities in small groups and learning to sing songs in small groups are also forms of cooperative learning in English teaching in primary schools. Practice has proved that group cooperative learning enables students to learn and enjoy learning, and through mutual cooperation and participation in learning activities among group members, students can learn to communicate, help each other and share in the interaction between individuals and groups full of cooperation opportunities, and their knowledge, skills and emotions are all developed.

Fourth, teachers should change their traditional ideas and actively "teach with emotion" in teaching.

In traditional teaching, teachers focus on the transmission of teaching content, but they don't realize the emotional infiltration in the process of transmitting knowledge. Teaching activities should be a process of informed communication. Teachers should consciously infiltrate positive emotions while imparting knowledge and skills, so as to achieve the effect of promoting knowledge with emotion and blending emotion with knowledge.

1. Teachers infect students with positive emotional encouragement.

Teachers' dominant emotions in teaching should be happy, which can influence and trigger students' happy emotions through the infectious function of emotions. Imagine if the teacher walks into the classroom with a sullen face or an indifferent expression, or angrily, the students will feel depressed and tense. When teachers come into the classroom with a smile and joy, students will feel cordial, warm and happy, which will enable them to open their hearts and accept new information better. In teaching, I have a deep understanding that before each class, I will ask students to sing an English song or recite an English nursery rhyme. If the teacher stands by indifferently, even if the song is relaxed and beautiful, the children's singing is lifeless and without a sense of joy. On the contrary, if teachers and students enjoy singing together and take students to do actions, students' emotions will be mobilized at once and teachers will be infected by them. It can be seen that happy emotions not only promote students' learning activities, but also promote teachers' teaching activities. Happy teaching atmosphere is created and regulated by teachers and students.

2. Teachers attract students' emotional attention with rich body language.

American psychologist Aypar Blabbene has done many experiments and reached a conclusion that the total effect of information is 7% words +38% tones +55% facial expressions and movements. With a harmonious atmosphere, coupled with appropriate movements and facial expressions, it is really icing on the cake. In my classroom teaching, "smile" is a consistent expression. At the same time, I naturally use body language to cooperate with teaching, attract students through facial expressions, and give students encouragement, courage or tips with nodding or humorous actions. When teaching such words as hungry, full, tired and sleep, the teacher first leads them out with exaggerated actions, so that students can understand them quickly, and then let the students practice while learning. While learning happy, sad and cry, I made full use of exaggerated facial expressions and movements, which not only deepened students' memory, but also created a relaxed classroom atmosphere. It is inevitable that there will be students who are distracted for 4 minutes in a class. I will remind him with my eyes or quietly walk to his side and gently shake my head at him with a smile. This will not dampen the students' self-esteem, but also increase the emotional tacit understanding between teachers and students, which has played a "told even more in silence than they had told in sound" effect.

3. Teachers should fully display the emotional factors of teaching content.

In English teaching, in order to cultivate students' practical communicative competence, there are often many small dialogues and short stories for students to perform, and these dialogues always contain certain emotional factors. Teachers should display the emotions of these contents through their own ingenious processing and refining, and give students emotional infection, so that students can accept the familiar information and the corresponding emotional factors at the same time, so as to achieve the effect of creating feelings with feelings and promoting knowledge with feelings. For example, in My pet class, students are first required to observe and collect information about their favorite small animals before class, so as to increase their understanding of animals. The sentence pattern of It's name's… requires students to name animals; Introduce the characteristics of animals simply with the sentence pattern of It has got…, and arouse students' feelings of loving animals. Finally, through the performance of three small dialogues by Animal friends, let students realize the mutual help between animals. In the self-made dialogue, students sublimate to the emotion between people and animals, and help each other. In the performance with theme and emotion, students' ability to use language and language intonation are more vivid and practical.

5. Teachers attach importance to stimulating students' positive emotional reactions and achieving emotional integration

Teachers should attach importance to the emotional factors in the communication between teachers and students, so as to trigger students' positive emotional reactions with their good feelings for students and promote teachers and students.