摘要
将用以调节学生学习心向的两条教材内容的情感性处理策略———认知匹配策略和形式匹配策略分别运用于语文和外语教学中 ,进行现场教学实验研究。研究结果表明 :分别运用这两条策略对教材内容进行情感性处理 ,对调节学生的学习心向 ,促进学生的认知和情感学习。
Two field experiments were conducted with the application of the strategies of c ognitive match and formal match, two affective handling strategies of teaching m aterials to regulate learning sets of students, to Chinese teaching and foreign language teaching separately. The results showed that the application of the two strategies to affective handling of teaching materials separately was availab le to regulation of students learning sets and helpful to promotion of students cognitive and affective learning, and the improvement of classroom teaching qual ity.
出处
《心理学报》
CSSCI
CSCD
北大核心
2001年第6期537-542,共6页
Acta Psychologica Sinica
基金
全国教育科学"九五"规划教育部重点课题<从情感维度系统优化中学教学的研究>成果的一部分
关键词
教学心理学
教材内容
情感性处理
认知匹配
形式匹配
教学策略
instructional psychology, teaching materials, a ffective handling, cognitive match, formal match, teaching strategy.
