摘要
根据情绪安全假设理论,保持安全的感觉是个体重要的目标,它组织个体的情绪调节、活动趋向以及对自身威胁的评估。因此,在中学教育中,我们不能只强调中学生身体上的安全,还应该对情绪上的安全引起重视。导致学生情绪不安全的原因主要来自于社会、家庭和学校环境因素以及学生的个体因素,因此教师在教学过程中应该以情绪安全假设理论为指导,从课堂教学和日常管理两方面入手,保护学生的情绪安全,促进学生身心的正常发展。
According to emotional security hypothesis, preserving and promoting their own sense of emotional security is a primary goal that motivates persons＇ actions and reactions. So the security of the student includes not only the body security, but also the emotional security . There are many factors lend to emotional insecurity, such as social factor, the conditions of family and school, and the factors deriving from students. In the course of education, teachers should protect the security of student by classroom teaching and day - to - day management, and then stimulate the development of students.
出处
《山东教育学院学报》
2007年第1期71-73,共3页
Journal of Shandong Education Institute
关键词
情绪安全
课堂教学
日常管理
Emotional security
Classroom teaching
Day- to- day management
