| 教学活动中情绪唤醒于表象的意义 |
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| 引用本文： | 石定乐.教学活动中情绪唤醒于表象的意义[J].武汉船舶职业技术学院学报,2012,11(2):109-112. |
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| 作者姓名： | 石定乐 |
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| 作者单位： | 武汉职业技术学院旅游系,湖北武汉,430074 |
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| 基金项目： | 湖北省教育科学“十二五”规划2011年度重点课题《情绪唤醒在高职教学中的应用研究和实践探索》（项目编号：2011A030）. |
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| 摘 要： | 在教学活动全过程中，表象既是方式也是目的。任何教学内容都要借表象（主观的或客观的）才能进行教授和学习，习得的形式无论是记忆还是上升为理性认识，或各种程度的外显内隐，都伴随表象生成。表象的形象化程度和在心理层面上的操作性高低直接影响和反应教学效果。而情绪唤醒的水平高低能直接影响表象的生成和储存质量，因此利用情绪唤醒手段，促进表象形成，有利于教学活动的实施。
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| 关 键 词： | 教学活动 表象 情绪唤醒 |
On Emotion Arousing in Teaching Activities |
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| SHI Ding-le.On Emotion Arousing in Teaching Activities[J].Journal of Wuhan Institute of Shipbuilding Technology,2012,11(2):109-112. |
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| Authors: | SHI Ding-le |
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| Institution: | SHI Ding-le (Wuhan Polytechnic College, Wuhan 430000, China) |
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| Abstract: | .mage is the aimed product as well as productive approach in teaching-learning activity. Whatever the learner has learned, whether it is by memorization or comprehension, ap- parently or invisibly at any measures, it goes with image. The degree of image converting can be taken as a measure for effect of teaching-learning activity. On the other hand, image production can be stimulated by emotional arousing. Therefore, the paper suggests that emotional arousing be applied in teaching-learning activity. |
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| Keywords: | teaching-learning activity image emotion arousing |
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