情感教育及其在高校体育教学中融合的理论研究
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摘要
情感教育及其在高校体育教学中融合的研究,是一个既有理论价值,又有现实意义的选题。它符合我国高校教育发展的需要,同时也符合我国高校体育教学发展的需要。
从人类教育发展的历史来看,不论是东方还是西方,都一向重视情感教育,注重情感的培养。情感,即人对客观事物的态度的体验。也就是说,情感是人对客观事物能否满足自己的需要而产生的一定的内心体验。由于人们对客观事物的认识不同,体验也就不一样,因而呈现出人类情感体验的不同表现形式。能满足或符合人的需要的事物就会引起人的积极的态度,对它产生一种肯定的情感。反之,不能满足人的需要或与人的需要相抵触的事物,就会引起人的消极态度,使人产生一种否定的情感,如愁苦、悔恨等。所谓情感教育,主要是指将教育影响渗透到学生的情感深处,充分发挥情感因素对教育的积极作用,切实加强和提高学生的自我意识、自我激励、情绪控制、人际沟通及承受挫折的能力,以完善教育目标,促进学生进行创造性的学习和探究,使学生认识到学习是生命成长的内在需要,在学习的过程中体验生命的尊严,在成长的过程中感受学习的乐趣,共享学习与成长的双重快乐。
在高校体育教学过程中,关心学生、爱护学生、赞美学生、尊重学生的主体地位和个性差异,满足学生的不同需求和愿望,充分发挥学生主观能动性,培养学生的体育意识,养成终身体育的习惯,具有终生体育能力,最终实现人全面、自由和谐的发展。
Emotional Education and integrational theoretical research in college physical teaching is a topic which has theoretical value and praticalsignificance. It is in line with the needs of China's higher education development, and the college Physical teaching.
From the history of human education development, whether East or West, has always attached importance to emotional education, and payed attention to the cultivation of emotion. Emotion is what the people experience of the attitude tp the objective things. In other words, emotion is the inner experience arising from that whehter the objective things can meet pelple’s needs or not. Due to the difference of people's understanding of objective things, the experience is different too, thus showing a human emotional experience by several different forms. Things that meet people’s needs will cause positive attitude and creates a positive emotion; contrarily things that cannot meet or contravene people’s needs will cause negative attitude such as worry, regret and so on.The so-called emotional education, it refers primarily to the education of students affected penetration depth of emotion, full of emotional factors play a positive role in education. To strengthen and improve their self-awareness, self-motivation, emotional control, interpersonal communication and the ability to endure setbacks to improve education goals, and promote student learning and explore creatively, so that students recognize that learning is the intrinsic needs of lives. To experience the dignity of life In the process of learning, to experience the fun of learning in the process of growing up, we share double happiness of learing and growth.
In the process of physical teaching,to concern and caring for students, to honor students, to respect the dominant position and personality differences of the students, to meet the students’diverse needs and desires, and give full play to student initiative and train the students to the sports consciousness and form the lifelong sports habits. Possessing the lifelong sports ability, ultimately to achieve a comprehensive, free and harmonious development of human being.
从人类教育发展的历史来看,不论是东方还是西方,都一向重视情感教育,注重情感的培养。情感,即人对客观事物的态度的体验。也就是说,情感是人对客观事物能否满足自己的需要而产生的一定的内心体验。由于人们对客观事物的认识不同,体验也就不一样,因而呈现出人类情感体验的不同表现形式。能满足或符合人的需要的事物就会引起人的积极的态度,对它产生一种肯定的情感。反之,不能满足人的需要或与人的需要相抵触的事物,就会引起人的消极态度,使人产生一种否定的情感,如愁苦、悔恨等。所谓情感教育,主要是指将教育影响渗透到学生的情感深处,充分发挥情感因素对教育的积极作用,切实加强和提高学生的自我意识、自我激励、情绪控制、人际沟通及承受挫折的能力,以完善教育目标,促进学生进行创造性的学习和探究,使学生认识到学习是生命成长的内在需要,在学习的过程中体验生命的尊严,在成长的过程中感受学习的乐趣,共享学习与成长的双重快乐。
在高校体育教学过程中,关心学生、爱护学生、赞美学生、尊重学生的主体地位和个性差异,满足学生的不同需求和愿望,充分发挥学生主观能动性,培养学生的体育意识,养成终身体育的习惯,具有终生体育能力,最终实现人全面、自由和谐的发展。
Emotional Education and integrational theoretical research in college physical teaching is a topic which has theoretical value and praticalsignificance. It is in line with the needs of China's higher education development, and the college Physical teaching.
From the history of human education development, whether East or West, has always attached importance to emotional education, and payed attention to the cultivation of emotion. Emotion is what the people experience of the attitude tp the objective things. In other words, emotion is the inner experience arising from that whehter the objective things can meet pelple’s needs or not. Due to the difference of people's understanding of objective things, the experience is different too, thus showing a human emotional experience by several different forms. Things that meet people’s needs will cause positive attitude and creates a positive emotion; contrarily things that cannot meet or contravene people’s needs will cause negative attitude such as worry, regret and so on.The so-called emotional education, it refers primarily to the education of students affected penetration depth of emotion, full of emotional factors play a positive role in education. To strengthen and improve their self-awareness, self-motivation, emotional control, interpersonal communication and the ability to endure setbacks to improve education goals, and promote student learning and explore creatively, so that students recognize that learning is the intrinsic needs of lives. To experience the dignity of life In the process of learning, to experience the fun of learning in the process of growing up, we share double happiness of learing and growth.
In the process of physical teaching,to concern and caring for students, to honor students, to respect the dominant position and personality differences of the students, to meet the students’diverse needs and desires, and give full play to student initiative and train the students to the sports consciousness and form the lifelong sports habits. Possessing the lifelong sports ability, ultimately to achieve a comprehensive, free and harmonious development of human being.
引文
① ( 朱卫东.试谈体育教学中的情感教育[J].南京体育学院学报,1995,9,(21):33-36. )
① ( 何爱霞.情感教育价值探析[J].清华大学教育研究,1998,2. )
① ( 刘文.浅谈情感教育[J].妇女学院,1996,2. )
① ( 龚剑.高校体育情感教育的研究[J].安徽教育学院学报,2005,23(3):108-109. )
[1]全国体育院、系心理学教材[M].人民体育出版社,1998.
[2]安徽省普通高校体育教材[M].安徽教育出版社,2000.
[3]宋晔.人文精神与情感教育[J].河南师范大学学报,2000,27(2):110-112.
[4]李山川主编.大学教育心理学[M].中国科学技术大学出版社,1991.
[5]朱卫东.试谈体育教学中的情感教育[J].南京体育学院学报,1995,9,(21):33-36.
[6]张大均,王映学.教育心理学新视点[M].人民教育出版社,2005.
[7]陈 琦,刘儒德.当代教育心理学[M].北京:北京师范大学出版社,2004.
[8]颜中玉.论大学生的情感教育[J].长沙铁道学院学报,2005,6(2):12-13.
[9]孙涛.论体育教学中的情感教育[J].兵团教育学院学报,2006,16(2):61-62.
[10]鱼霞.情感教育[M].北京:教育科学出版社,1999.
[11]宗岚,刘毅.情感教育:凸现教育的人文关怀[J].延边教育学院学报,2004,(18)1:25-27.
[12]卢家楣.情感教学心理学[M].上海教育出版社,2004.
[13]梅兰等.现代情感教育概论[J].北京:中国少年儿童出版社,2001
[14]何爱霞.情感教育价值探析[J].清华大学教育研究,1998,2.
[15]赵福庆.素质教育实施策略[M] .青岛:青岛海洋大学出版社,1998.
[16]刘文.浅谈情感教育[J].妇女学院,1996,2.
[17]龚剑.高校体育情感教育的研究[J].安徽教育学院学报,2005,23(3):108-109.
[18]余艳.浅谈运用情感教育[J].辽宁行政学院学报,2005,7(1):109-200.
[19]窦胜功.智商·情商设计[M]沈阳:辽海出版社,2001.
[20]李亚英.论情感教育[J].江西社会科学,1994,5:33-34.
[21]胡德辉.论情感教育[J].湖北大学学报,1995,1:14-19.
[22]燕国材.素质教育[M]南京:江苏教育出版社,1997.113-114.
[23]海云明.情感智商[M]北京:中国城市出版社,1997.380-382.
[24]李志厚.保持好情绪[M]广州:中山大学出版社,1999.
[25]朱小蔓.情感教育论纲[M]南京:南京出版社,1993.
[26]蔡秀玲等.情绪管理[M]合肥:安徽人民出版社,2001.
[27]何敏学等.高校体育科研[M]北京:高等教育出版社,2001.
[28]王垒等.综合智力:对智力概念的整合[J]心理科学,1992,22(2):97-100.
[29]张梅.心理训练[M]武汉:华中理工大学出版社,1999.
[30]丁秀峰.心理测量学[M]开封:河南大学出版社,2001.
[31]任文亚.体育教学中的情感因素[J]教育艺术,2000,(2)40-41.
[32]纪学征.情商与学生的素质教育[J]青岛教育学院学报,2000,13(2):23-25.
[33]赵忠玲等.体育教学中应加强情感教育[J]体育科技,2000,21(4):80-83.
[34]石美丽.体育教学中情感效应的探讨[J]体育教学,2002,(3):27.
[35]卢家楣.情感教学心理学[M].上海:上海教育出版社,2000.
[36]辛继湘.新课程与教学价值观的重建[J].课程·教材·教法,2003 ,(4):20.
[37]田汉族.交往教学论的特征及理论价值[J].教育研究,2004,(2)
[38]卢元镇.中国体育社会学[M].北京:北京体育大学出版社,2001.
[39]宛祝平.结构式体育与健康教程[M].长春:吉林科学技术出版社,2003.
[40]袁振国.当代教育学[M].北京:教育科学出版社,1994.
[41]Biggs JB, Moose P J. the process of learning. New York: Rentice HALL 1993:308.
[42]John D.Mayer& Glenn Greder, Emotional Intelligence and the Intelligence. Intelligence,1993,17(4).
[43]Salvery P & Mayer J D. Emotional Intelligence Imagination. Congition and Perdonality, 1990.
[44]Jenkins Richard, Social Identity[M], London: Rotldege,1996.
[45]Mayer J D, Salovery P. The Intelligence or Emotional Intelligence .Intelligence, 1993,17.
[46]Intellectual ability,learning style,porsenality,achivement motavition and Acadmic success of psychology students in higher education Persionality and Individual Differences Volume: 29,Issue: 6,December,2000,pp.1057-1068 Busato,Vittorio V.;Prins,Frans J.;Eshout , Jan J.;hamaker, christiaan.
[47] Porter,M.E.Competitive strategy.New York:Free Press, 1980
① ( 何爱霞.情感教育价值探析[J].清华大学教育研究,1998,2. )
① ( 刘文.浅谈情感教育[J].妇女学院,1996,2. )
① ( 龚剑.高校体育情感教育的研究[J].安徽教育学院学报,2005,23(3):108-109. )
[1]全国体育院、系心理学教材[M].人民体育出版社,1998.
[2]安徽省普通高校体育教材[M].安徽教育出版社,2000.
[3]宋晔.人文精神与情感教育[J].河南师范大学学报,2000,27(2):110-112.
[4]李山川主编.大学教育心理学[M].中国科学技术大学出版社,1991.
[5]朱卫东.试谈体育教学中的情感教育[J].南京体育学院学报,1995,9,(21):33-36.
[6]张大均,王映学.教育心理学新视点[M].人民教育出版社,2005.
[7]陈 琦,刘儒德.当代教育心理学[M].北京:北京师范大学出版社,2004.
[8]颜中玉.论大学生的情感教育[J].长沙铁道学院学报,2005,6(2):12-13.
[9]孙涛.论体育教学中的情感教育[J].兵团教育学院学报,2006,16(2):61-62.
[10]鱼霞.情感教育[M].北京:教育科学出版社,1999.
[11]宗岚,刘毅.情感教育:凸现教育的人文关怀[J].延边教育学院学报,2004,(18)1:25-27.
[12]卢家楣.情感教学心理学[M].上海教育出版社,2004.
[13]梅兰等.现代情感教育概论[J].北京:中国少年儿童出版社,2001
[14]何爱霞.情感教育价值探析[J].清华大学教育研究,1998,2.
[15]赵福庆.素质教育实施策略[M] .青岛:青岛海洋大学出版社,1998.
[16]刘文.浅谈情感教育[J].妇女学院,1996,2.
[17]龚剑.高校体育情感教育的研究[J].安徽教育学院学报,2005,23(3):108-109.
[18]余艳.浅谈运用情感教育[J].辽宁行政学院学报,2005,7(1):109-200.
[19]窦胜功.智商·情商设计[M]沈阳:辽海出版社,2001.
[20]李亚英.论情感教育[J].江西社会科学,1994,5:33-34.
[21]胡德辉.论情感教育[J].湖北大学学报,1995,1:14-19.
[22]燕国材.素质教育[M]南京:江苏教育出版社,1997.113-114.
[23]海云明.情感智商[M]北京:中国城市出版社,1997.380-382.
[24]李志厚.保持好情绪[M]广州:中山大学出版社,1999.
[25]朱小蔓.情感教育论纲[M]南京:南京出版社,1993.
[26]蔡秀玲等.情绪管理[M]合肥:安徽人民出版社,2001.
[27]何敏学等.高校体育科研[M]北京:高等教育出版社,2001.
[28]王垒等.综合智力:对智力概念的整合[J]心理科学,1992,22(2):97-100.
[29]张梅.心理训练[M]武汉:华中理工大学出版社,1999.
[30]丁秀峰.心理测量学[M]开封:河南大学出版社,2001.
[31]任文亚.体育教学中的情感因素[J]教育艺术,2000,(2)40-41.
[32]纪学征.情商与学生的素质教育[J]青岛教育学院学报,2000,13(2):23-25.
[33]赵忠玲等.体育教学中应加强情感教育[J]体育科技,2000,21(4):80-83.
[34]石美丽.体育教学中情感效应的探讨[J]体育教学,2002,(3):27.
[35]卢家楣.情感教学心理学[M].上海:上海教育出版社,2000.
[36]辛继湘.新课程与教学价值观的重建[J].课程·教材·教法,2003 ,(4):20.
[37]田汉族.交往教学论的特征及理论价值[J].教育研究,2004,(2)
[38]卢元镇.中国体育社会学[M].北京:北京体育大学出版社,2001.
[39]宛祝平.结构式体育与健康教程[M].长春:吉林科学技术出版社,2003.
[40]袁振国.当代教育学[M].北京:教育科学出版社,1994.
[41]Biggs JB, Moose P J. the process of learning. New York: Rentice HALL 1993:308.
[42]John D.Mayer& Glenn Greder, Emotional Intelligence and the Intelligence. Intelligence,1993,17(4).
[43]Salvery P & Mayer J D. Emotional Intelligence Imagination. Congition and Perdonality, 1990.
[44]Jenkins Richard, Social Identity[M], London: Rotldege,1996.
[45]Mayer J D, Salovery P. The Intelligence or Emotional Intelligence .Intelligence, 1993,17.
[46]Intellectual ability,learning style,porsenality,achivement motavition and Acadmic success of psychology students in higher education Persionality and Individual Differences Volume: 29,Issue: 6,December,2000,pp.1057-1068 Busato,Vittorio V.;Prins,Frans J.;Eshout , Jan J.;hamaker, christiaan.
[47] Porter,M.E.Competitive strategy.New York:Free Press, 1980