作文教学中,常常遇到这样的情况,教师把一道作文题布置后,总有同学或没精打采,无动于衷;或搔首皱眉,心烦意急。学生作文时出现的这种现象,就是一种“焦虑”失调的表现。焦虑是指一个人的动机性行为遇到实际的或臆想的挫折而产生消极不安的情绪体验状态。它可分为低度焦虑、适度焦虑和高度焦虑。一些心理学家通过实验发现,适度焦虑对学生的学习是有利的,而低度焦虑和高度焦虑则相反。前边谈到的学生作文时出现的那种现象,前者就属低度焦虑,后者则为高度焦虑。低度焦虑的学生,对眼前的学习任务往往持冷漠的态度,反应也很迟缓;而高度焦虑的学生在老师布置的学习任务面前又极易使自己的“觉配与紧张达到高峰,以致无法处理任务或问题,却要较多注意于 Essay teaching, often encountered such a situation, the teacher put an essay question layout, there are always students or listless, indifferent; or scratching head frown, upset anxious. This phenomenon that occurs when the student is writing is a manifestation of an “anxiety” imbalance. Anxiety refers to a person’s motivated behavior encountered actual or imagined setbacks resulting in negative uneasiness emotional experience state. It can be divided into low anxiety, moderate anxiety and high anxiety. Some psychologists found through experimentation that moderate anxiety is beneficial to students’ learning, while low anxiety and high anxiety are the opposite. The kind of phenomenon that appeared in the student essay mentioned earlier, the former is a low degree of anxiety, the latter is a high degree of anxiety. Students with low anxiety tend to be indifferent to their immediate learning tasks and are slow to react. However, highly anxious students can easily make their "sense of fit and tension peak before learning tasks arranged by the teacher so that they can not To deal with tasks or problems, but pay more attention to