Speaking your feelings in the moment: teaching geographic thought with emotion

IF 1.8 4区教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH

Journal of Geography in Higher Education Pub Date : 2021-12-10 DOI:10.1080/03098265.2021.2007863

Chao Ye, Xiaodan Zhu, S. Lieske

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引用次数: 1

Abstract

ABSTRACT Emotion is important in teaching and research but are rarely the focus of geographic scholarship. This article aims to bridge the gap between teaching geographic thought and teaching that considers emotion based on the case of a university class in China. Class sessions, supported with an English language textbook, were connected with different emotions and feelings in the unfolding stages of course and class delivery. We document and analyze the process of teaching with emotion through consideration of numerous approaches to the integration of emotion in teaching and observing student responses within individual class sessions and across an entire semester. At the beginning of the course, students’ feelings are most often detachment and apathy. During the semester students’ feelings change from confusion to knowledge, confidence and a sense of peace. We find it is important to let students and the professor speak their feelings. By teaching with emotion, most students gain the ability to confidently express their feelings and at the end of the course some students even said they love geographic thought. Affect including feelings, emotion, and even love are suitable for teaching geographic thought and may be applied to other aspects of teaching in the discipline.

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说出你此刻的感受:用情感教授地理思想

情感在教学和研究中占有重要地位，但却很少成为地理学术研究的焦点。本文以中国某大学地理课堂为例，旨在弥合地理思想教学与情感教学之间的鸿沟。课程以英语教材为基础，在课程展开阶段和课堂交付阶段与不同的情感和感受联系在一起。我们通过考虑将情感融入教学的多种方法，并在个别课堂和整个学期中观察学生的反应，记录和分析了情感教学的过程。在课程开始时，学生的感受往往是超然和冷漠。在这学期中，学生们的感受从困惑变成了知识、自信和平和。我们发现让学生和教授说出他们的感受是很重要的。通过情感教学，大多数学生获得了自信地表达自己感受的能力，在课程结束时，一些学生甚至说他们喜欢地理思想。情感包括感觉，情感，甚至爱，适合于地理思想的教学，也可以应用到该学科的其他方面的教学。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Journal of Geography in Higher Education Multiple-

CiteScore

5.80

自引率

9.50%

发文量

期刊介绍： The Journal of Geography in Higher Education ( JGHE) was founded upon the conviction that the development of learning and teaching was vitally important to higher education. It is committed to promote, enhance and share geography learning and teaching in all institutions of higher education throughout the world, and provides a forum for geographers and others, regardless of their specialisms, to discuss common educational interests, to present the results of educational research, and to advocate new ideas.