Chinese "and Intelligent Classroom" Teaching

In China, traditional ways of classroom teaching center on the imparting of knowledge fromteachers to students. The communication between teachers and students are mainly knowledge.Lacking emotional interaction, the atmosphere in the classroom is not lively. The learningenthusiasm of the students is not so high, and they would not think positively. Thus a viciouscircle is formed and the students lost interest and enthusiasm for learning gradually.Mr. Sun Shuangjin, a special-grade teacher for primary school student, proposed “AffectiveIntelligent Education”, which produced extensive and far-reaching influence on national Chineseteaching. As is known to all, the front of education is the classroom, so the core of the “emotionand intelligence education” is “Affective Intelligent Classroom”. The key of “AffectiveIntelligent Classroom Teaching” are “Affective” and “Intelligent”, which are always neglected intraditional classroom teaching. It aims at “arousing students’ sleeping emotion, firing students’sparks of wisdom, and making the students’ emotion richer and the intelligence cleverer”.With the methods of literature researches and case studies, the author screens and processesrelative information through analyzing Chinese teaching cases, studying the successful teachingexamples and summarizing the failure lessons. Theory and practice are combined to providesome reference and help for current Chinese classroom teaching.This thesis mainly discusses the “Affective Intelligent Classroom Teaching” in the followingthree aspects.Chapter One: Brief introduction of “Affective Intelligent Classroom Teaching” for Chineselessons. On basis of correctly understanding of “Affective Intelligent Classroom Teaching”, thischapter deeply analyzes “affection”,“Intelligent” and the relationship between them, traces thetheory basement for “Affective Intelligent Classroom Teaching”, and appoints out the importantmeanings of exploring this teaching theory. This is the call of the modern education, the trendand the pursuit of the core ideas of new curriculum reform, and the needs to promote thecomprehensive and healthy development of students as well as improving teachers’ teachinglevel.Chapter Two: Main Features of “Affective Intelligent Classroom Teaching” for Chineselessons. First, affective. Affect students’ emotions. Create a good environment for teaching,guide students emotions passively, and pay attention to the emotional factors of the teaching knowledge. Second, enlightening. Enlighten students’ knowledge. Develop students’ thinking,and guide student to propose valuable questions. Third, participative. Guide student tocommunicate. Build students’ consciousness to take part in the teaching, and use flexibleteaching method.Chapter Three: Patterns of the “Affective Intelligent Classroom Teaching”. This chaptermainly explains the four patterns of the “Affective Intelligent Classroom Teaching”. Pattern one:activate. Activate the emotion and intelligence. Start the emotion and intelligence by making useof the power of circumstance, curiosity, emotional influence and imagination to intricatestudents’ emotion. Pattern two: inspiration: Generate emotion and intelligence by reading the text,trying to feel, exploring the text, and inspiring deeply. Pattern three: communication. Developemotion and intelligence by debating, confiding and expanding exchange. Pattern four:expression. Show emotion and intelligence by transferring expression and Imagining expression.