课堂疲乏感研究及微教学程序设计  

Classroom Fatigue and Micro-teaching Programme Design

作　　者：柏长勤 

出　　处：《外语教学》1990年第3期82-84,共3页Foreign Language Education

摘　　要：一、引言疲乏感是人对疲劳的主观体验。但这种主观体验本身不是对疲劳的直接反应,因为疲乏感还受人对工作的态度影响,包括人对体力、智力紧张的习惯程度。疲乏感可以产生于生理疲劳来到之前,甚至发生于工作之初或之前。课堂疲乏感指学生在课堂从事学习活动时产生的疲劳感觉。这种感觉多数情况下是心理原因所致,而不是由于体能消耗过大引起,其外表显现的是注意力不集中,思维迟钝,反应速度减慢,记忆力下降以及情绪上出现波动,如烦燥、厌倦、不安,甚至感到无聊。进一步发展则导致大脑皮质抑制扩散,进入瞌睡状态。Classroom fatigue is caused by various factors,to name a few,alternating periods of tension and relaxation mismatch the undulationof mental alertness,intervals between learning and later memorizing area bit too short,and consecutive verbal drills tend to be monotonous.Correspondingly,some pedagogical principles are suggested likeinserting'open class activities'into normal instruction,controllingvocabulary load and language points during periodic teaching,diver-sifying the course of language learning and properly reducing the timeof'one-track'verbal drills.

关 键 词：课堂 非教学因素 思维 教学程序设计 长时间 主观体验 教师 心理原因 生理疲劳 皮质抑制 

分 类 号：H3[语言文字]