学生课堂情绪对华文教学的影响  

Influence of Students' Emotions on Chinese Language Teaching

作　　者：邹工成[1,2] 

机构地区：[1]北京华文学院,中国北京100037 [2]北京师范大学汉语文化学院,北京100875

出　　处：《海外华文教育》2012年第2期139-145,共7页Overseas Chinese Education

摘　　要：利用情绪调节理论,针对华文教学对象的特点,对北京华文学院专科班学生的课堂情绪进行实证性的研究,并提出华文教学中的情绪调节策略。实验表明:初级班学生对汉语具有浓厚的学习兴趣,随着学习内容的加深,学习兴趣会下降;性别对课堂情绪没有显著影响,但是年龄和焦虑情绪呈负相关,年龄小的学生焦虑感比较重;兴趣和愉快情绪相互伴随;语言焦虑和考试成绩呈负相关,焦虑对成绩有显著的影响,学生焦虑情绪越强烈,成绩越低。由此可见,课堂情绪是影响留学生学习效果的一个重要因素,教师在教学中应该有意识地使用情绪调节策略。This paper is an empirical study applying the emotion regulation theory to the teaching in Bei- jing Chinese Language and Culture College. Taking the characteristics of the students of Chinese into consideration, this paper tries to come up with the emotion regulation strategies in Chinese teaching. The following are the results of the experiments ： Students in iiunior class are very much interested in Chinese, but as they learn more, the interest will gradually decline. Gender difference has no significant influence on the emotions. Age is negatively related to anxiety, and younger students have much more anxiety. In- terest is accompanied by pleasure, and vice versa. Anxiety is negatively related to the test score. That is to say, the more anxious the students are, the lower their scores are. So the students＇ emotions in class are one of the important factors that influence the learning, and teachers should consciously use emotion regulation strategies in Chinese teaching.

关 键 词：情绪 情绪调节 策略 华文教学 

分 类 号：H195.3[语言文字—汉语]