情感教学心理学研究

为纪念中国心理学会诞辰90周年,应中国心理学会教育心理学分会邀请,特撰文反映卢家楣及其团队在情感教学心理学方面的研究概况。内容分以情感教学应用为导向的基础性研究和以情感教学理念为导向的应用性研究两部分。前者包括教学中的情感现象、教学中的情感作用、教学中的情绪调控、教学中的学习苦乐属性、教学中的情知基本矛盾等方面的相应研究;后者包括情感教学理念、情感教学现状、情感教学原则、情感教学策略、情感教学模式、情感教学目标和评价以及为基础教育服务等方面的相应研究。

The Research on the Psychology of Affective Instruction

In memory of the 90th anniversary of Chinese Psychological Society,and invited by the Educational Psychology Association,this paper is written to reflect upon the research in the field of Psychology of Affective Instruction conducted by Lu Jiamei and his team.The paper is divided into two parts as follows:1.The basic research oriented by the application of affective instruction In the research,we studied the classification of affection(emotion,feeling and sentiment),affective phenomena of static state and dynamic state in teaching.We revealed four types of affective elements(dominant,recessive,perceptive and neutral) in teaching materials.We generalized nine functions of affection and their roles in teaching,and specifically focused on how student’s affection influenced their creativity,memory and deduction.We put forward the "need-anticipation" hypothesis of the emotion-happening.We integrated three main elements taking place in teaching,including the relation between object and need,the relation between object and anticipation,cognitive evaluation of the two relations.We studied the attributes of the happiness and bitterness in learning during teaching and unveiled the dynamicity of the happiness and bitterness in learning.We put forward the theory of joy-guided learning.We found that the basic contradiction lay not only in the gap between the teaching aims and the students’ original cognitive level,but also the gap between the teaching aims and the students’ needs,which demystified the dual aspects of the basic contradiction in teaching-emotion and cognition.2.The applied research oriented by the idea of affective instruction In the research,it turned out to be less satisfactory to exert emotion to optimize teaching in our country,which was mainly because the teachers were lacking in the scientific instruction of theory and operation.We put forward the idea of exerting emotion to optimize teaching in order to change the teaching model which emphasized knowledge rather than affection.Meanwhile,based upon the idea as the origin and destination of the development of Psychology of Affective Instruction,three principles were established:the principle of learning happiness,the principle of edification,the principle of integration.We studied the validity and feasibility of some strategies in terms of affective instruction,such as the strategies of cognitive match and formal match;the strategy of exceeding expectation;the strategy of awarding affection;the strategy of giving affection;the strategy of exploring affection;the strategy of showing affection and the strategy of inducing affection etc.On the basis of the combination of the theoretical research and empirical research,we constructed the Affective Model of Teaching,which was made up of four elements(trigger-edification-encouragement-manipulation).We studied the classification system and assessment tools of affective objectives,which were in accordance with the three dimensions and four levels in teaching practice.In order to meet the needs of basic education,we delved further into the fundamental characteristics of happy learning and the strategies,principles and models of joy teaching.We empirically studied the superiority of the application of green writing paper among students.Furthermore,we put forward the concept,structure and status quo of the adolescent’s affective quality to align with quality education.