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本文针对多数中国青少年学生在英语课堂中表现较为沉寂的现状,指出课堂生态和谐的核心是气氛的和谐,并探讨了作为构成英语生态课堂的活跃因素——情感因素对课堂交际活动的影响。本文强调了教师的情感教学对生态课堂的促进作用。
In view of the fact that most of Chinese adolescent students behave more quietly in English classrooms, this paper points out that the core of classroom ecological harmony is the harmony of atmosphere, and explores the influence of affective factors on classroom communicative activities as the active factor that constitutes the English ecological classroom. This article emphasizes that teachers’ affective teaching can promote the ecological classroom.