Analysis of psychology in language teaching-毕业论文翻译.docVIP

Analysis of psychology in language teaching Psychological studies have shown that participation in psychology teaching activities divided into two categories, one category is the cognitive factors (perception, memory), a category is the affective psychological factors (interest, will, character). Two types of factors are constituted “Perception - Thinking - knowledge and wisdom” of the cognitive processes and the “feelings - feelings - will of the character,” the emotional process. These two processes, harmony and unity, interaction, affecting the effectiveness of teaching. Chinese language teaching process is the knowledge they learned reading and writing the training process, but also the process of emotional events. This feature determines the language teaching, teachers must be taken to meet the psychological and emotional needs of students to learn teaching methods or measures to strengthen the teacher-student emotional communication. In order to mobilize the enthusiasm of students and inspire student learning motivation and potential to foster creativity in our students the quality of teaching to achieve good results. This paper intends to specifically talk about three aspects of psychology in language teaching. 1, psychology, teaching in the classroom (A) The psychology of teaching students to choose A graduate student years, I was once told: “Teacher, I do not remember you for giving us the contents of those texts, but I still remember you, we look at movies, remember that you organized on the discussion in the grass. I remember You took us to the library access to information, when we feel that language learning is a matter so happy ah. “This passage gave me a lot of inspiration. Because this age students do not like the progressive style of teaching, they like to explore new things, want to try a new experience. Therefore, teaching in the classroom, teachers should be based on the content features of text, transform the classroom forms, such a