皮格马力翁效应在初中英语教学中运用

“皮格马力翁效应”,也称“罗森塔尔效应”或“期待效应”,由美国著名心理学家罗森塔尔和雅各布森在教学上予以验证提出。皮格马力翁效应实质上是一种心理暗示。人们会不自觉地接受自己喜欢,钦佩,信任和崇拜的人的影响和暗示。罗森塔尔以为|教育论文网|教师对学生的爱,关怀和期望将在教学效果上产生良好作用。教师在获取学生具有潜力的信息后,产生了期望,而期望会化作对学生的关注,鼓励。老师的鼓励会使学生增强信心和求知欲,产生强烈的进取愿望。基础差,缺乏自信,学习兴趣低的学困生,假如仅有教师单方面进行外在教学,传输知识,而学生没有内在需要和愿望,不主动接纳直至自觉获取知识,学天生|教育论文网|绩的提高时很困难的。相应的,教师也难免对学生失去信心,教育热情不足,教与学陷入一种难以解脱的恶性循环。若能很好地运用“皮格马力翁”这一效应来指导教学,必将对我们的教学起到很大的促进作用。应该给学生传递积极地期望。对学生进行自信心的培养,激发学生内在的学习主动性,形成直接推动学生学习的内部动力,即学习动机。【关键词】：皮格马力翁效应学习动机心理暗示
【论文提纲】：中文摘要3-4ABSTRACT4-9Chapter1.Introduction9-111.1TheBackgroundoftheStudy9-101.2TheSignificanceandthePurposeoftheStudy101.resentEnglishclassroomteachinginChina10-11Chapter2.LiteratureReview11-172.1"Pygmalioneffect"11-122.2Originof"Pygmalioneffect"12-132.3Relationshipbetween"Pygmalioneffect"andAffect13-142.4Researchonaffect14-152.4.1Piaget'stheoryofaffect14-152.4.2Someotherrelatedtheroies152.5AffectinEnglishteachingandlearning15-172.5.1Affectandaffectivefactors15-162.5.2Students'affectinEnglishlearning16-172.5.3Teacher'saffectinEnglishclassroomteaching17Chapter3.TheApplicationofAffectinEnglishclassroomteaching17-303.1Teacher'saffectfortheeducationandteachingprofession17-183.2Teacher'saffectforstudents183.3Understandingtheroleofteacher'saffect18-193.3.1Theroleasadrivingforce183.3.2Theinfectiousrole18-193.4Waystoputteacher'saffectintoEnglishclassroomteaching19-233.4.1Properattitudestowardsstudents203.4.2Lovingstudents203.4.3Respectingandtrustingstudents20-213.4.4Treatingstudentairlyandimpartially21-223.4.5Praisingstudentoreandblamingless22-233.5Teacher'saffectivecontrolinEnglishclassroomteaching23-293.5.1Stirringupstudents'learninginterest24-253.5.2Constructingtheclassroomatmosphere25-263.5.3Cultivatingstudents'abilityofindependentlearning263.5.4Enhancingconfidencetoovercomedifficulty26-273.5.5Usingdifferentkindsofteachingways27-293.5.5.1Teachingwithrealia273.5.5.2Teachingbydrawingsomepictures27-283.5.5.3Openingteaching28-293.6Helpingstudentstosetupreasonablegoals29-303.7Providingstudentswithinterestingandchallengingtasks30Chapter4ResearchMethodology30-364.1Hypothesis30-314.2Subjects314.3Instrument314.4Procedure314.5DataCollectionandAnalysis31-364.5.1PsychologicalProblemsofJLASinEnglishlearning31-324.5.2InterestinEnglishlearing32-334.5.3AnxietyinEnglishlearning33-344.5.4SpeakingEnglishinclass34-354.5.5ConfidenceinEnglishlearning35-36Chapter5FindingsandDiscussions36-375.1AbouttheQuestionnaires36-375.2AbouttheInterviews37Chapter6Conclusion37-406.1ConclusionoftheResearch37-386.2LimitationoftheResearch386.3RecommendationforfutureStudy38-40Bibliography40-42AppendixⅠ42-43AppendixⅡ43-44AppendixⅢ44-45Acknowledgements45