【作者】 胡荣；

【导师】 彭南生；

【作者基本信息】 华中师范大学 ， 学科教学， 2012， 硕士

【摘要】 在竞争日益激烈的形势下,各国之间人才的竞争显得异常激烈,而作为人才培养的主要承担者——教育,教育的人才观近年来备受关注。那么教育要培养怎样的人才呢?关于人才的概念,时下更多的人逐渐摆脱了纯知识和学历的重视,更多将目光转向智力因素与非智力因素的结合上来。在此背景下,重视中学生情感教育的渗透,成为了课改的方向之一。所谓“读史可以明智”,作为人文学科的历史学,其中的历史人物和历史事件蕴含着丰富的情感素材；同时为了适应知识经济时代发展的要求,《普通高中历史课程标准(实验)》强调“一切为了学生的全面发展”,并将情感教育列为历史教学的核心价值。相较于其他学科来说,历史课更有利于情感教育的实施。但是长期以来我国中学教育包括历史教学,在传统教学评价的影响下,片面追求升学率,过分强调知识的传授,而忽视了学生对知识的体验和感受,从而不利于学生学习兴趣的持续性。此外,计算机的普及高中阶段学生情感特征,使得学生情绪变化显著。因此,新一轮的历史课程改革强调了中学生的情感教育,强调关注学生内心情感体验,培养他们健康的情感。情感教育的学习理念是适应信息化时代发展的一种完善的教育理念,是指教育者在教学过程中,尊重学生,关爱学生,充分考虑学生兴趣基础上,挖掘课堂中积极的情感因素,实现有效教学,在教学中促进学生情感的升华,最终实现教学过程中认知和情感的统一。针对目前社会、学校教育以及家长对中学生情感教育忽视现象,笔者提出了利用历史教材中的图片情感因素,加强中学生情感教育的培养。本论文在绪论中以历史学科为例,从新课程改革的要求,中学生情感状况以及历史教学现状三个方面分别阐述了加强历史学科情感教育的必要性；接着就国内外情感教育研究进行了论述,结合知网上相关论文和期刊资料,得出情感教育成为历史教学研究的一大热点问题,值得深入探讨。第一章中,阐述了情感、情感教育的概念,并在此基础上得出历史学科中情感教育的主要内容。在第二章中,从学科知识的落实、学生个体发展和社会发展方面论述了历史学科情感教育的价值。紧接着第三章和第四章,是本文的重点所在,将历史教学情感教育抽象感缩略到具体课堂中,利用教材图片,实施情感教育。这两章分别从理论上和实践上对此进行了分析和探讨。理论上不仅从教育学、教育心理学方面,还从心理学角度分析了高中生心理发展阶段特征、图片利用以及与情感教育之间的关系；论述了历史教学中情感教育实施相关策略,得出情境创设的必要性,而教材图片不仅仅是吸引学生兴趣的手段,而且是便于直接实施情境教学,实现认知和情感目标的有效途径。最后,笔者基于实习经验所得,指出了实际教学中插入相关图片,渗透情感教育渗透方面存在的两点主要问题,并提出了相应地改进措施。得出新时代历史教师加强教育理念的转变,合理开发情感资源,让图片不仅仅成为情感教育的出发点,更是其归宿点。关于情感教育,目前主要集中在探讨情感教育的必要性和注重情感因素的挖掘,本文在此基础上,将抽象的情感因素具体到教材图片的开发,分别从理论和实践上进行探讨,得出情感可以贯穿课堂始终：有效合理的情感因素有利于激发学生兴趣,实现认知的获得,并且认知过程中伴随着情感的体验,最终实现情感的升华。更多还原

【Abstract】 Today, the world’s competition in the final analysis is the competition of talents, and talent training depends on education. Then, how talent does education want to develop? About the notion of talent, more and more people gradually get rid of the pure knowledge and education value nowadays; they pay more attention to combination of intelligence and non-intelligence factors. So, students’ affective education becomes one of main content of new times’ education reform.It’s said "history can be wise". As a humanity, historical figures and historical events of history contain a wealth of emotional material; At the same time, adapting to the requirement of the era of knowledge economy development,"high school history curriculum standard" emphasizes "all for the students’ all-round development", and regards emotional education as the core value of history teaching. All of those make history has incomparable advantage in emotional education in high school.However, for a long-term, our middle school education including history teaching, under the influence of traditional teaching evaluation, pursues enrollment rate partially and over-emphasis on knowledge teaching, but ignores the students’ intrinsic motivation and affective education, which cause students to transient of studying interest. In addition, high school students’ emotional characters and the coming of informational age make students’ emotion change significantly. Therefore, a new round of history curriculum reform attaches great importance to students’ affective education, emphasis on students’ inner emotion experience, perfects the personality of students and cultivates their emotion health.Emotional education is new educational philosophy following social development, which means that educators in the teaching process, respect students, emphasis students’ interest and fully tap positive affective factors. An emotional education advocate that optimizes teaching with emotion and realizes the uniform of cognition and emotion. In view of middle school students’ emotional neglect from society, schools and parents. Author proposes to use picture affective factors in history textbook, to strengthen students’ affective education. About emotional education, many studies mainly discuss the necessity of emotion education and pay attention to the mining of emotional factors.In this thesis, the introduction describes the necessity of strengthening emotional education from three aspects:the new curriculum reform, high school students’ emotional status and the history teaching situation, which sets history subject an example. Then I make a research about affective education at home and abroad, combining the known Internet-related papers with journals relevant information, and draw emotional education in the discipline of history to become a hot topic in the teaching and research, which is worthy of further exploration. The first chapter, I expound the concepts of emotion, emotional education, and divide the main content of emotional education in the discipline of history into:moral, rational sense, aesthetic sense and patriotic feelings. The second chapter, author discusses value of emotional education of history discipline from implement of the academic knowledge, students’individual development and social development.Next, the contents of the third and fourth chapter,which are the focus of this article, specific the abstract sense of emotional education of history teaching to classroom, that making full use of textbook picture to implement emotional education. These two chapters analyze and discuss emotional education from theory and practice. Theory not only in terms of psychology and teaching psychology, but also from psychological view, analyzes the relation of students’mental characteristics, picture use and emotional education; discusses strategy of implementing the history emotional education and arrives necessity of situational creation. And textbook pictures are not only means of attracting students interested but also realizing the combination of cognitive and emotion, because pictures are easy to implement situational teaching directly. In the end of this paper, according to the practice experience, I put forward to the existing problems and improving measures in classroom emotional teaching. The suggestion is that history teachers should change the concept education, rationally develops emotional resources, which let the picture become not only the emotion education starting point, but also the home. On the basis of this, author specifics abstract emotion factors to development of textbook picture, and I explore it from theory and practice. In the end,I conclude that emotion can throughout the classroom:effective and reasonable emotional factors benefit to stimulating students’interest, realizing cognition acquirement, and cognitive processes associate with emotional experience, and finally realize the emotional sublimation.更多还原