Emotion

Emotion备课教师：王挺唐涛

Week 1Period 1

Task 1 (10min) Warming-up activities(综合2-p16)

A. Pair work Describe your emotions by using these words to fill up the following chart.

B. Question for discussion: What do you think of emotional intelligence ? Do you know IQ and EQ?

* Hint:（“Emotional intelligence is your ability to recognize and understand emotions in yourself and others, and your ability to use this awareness to manage your behavior and relationships.”(Drs. Travis Bradberry and Jean Greaves)

Task2 (10min)

Ask the students talk about the following questions.

1.Would you describe yourself as an emotional person?

2.When did you last feel the emotions described by the words above?

3.Do you sometimes try to hide your emotions ?

4.What are the earliest emotions you can remember in your life?

Task 3 Group work (15min) (写作2-p104)

The following principles are closely related to the description of unforgettable people . Descriptions of people may focus on various aspects of the people described-their physical appearance and style of clothing, their character and personality, their interests and behavior. What you select to describe depends on your topic and purpose.

*Describe clearly. You should include a sufficient number of specific details so that the reader can easily form a precise mental picture of the person being described.

*Select only appropriate details. When describing a person, you don’t have to describe every single detail about the person. You should select only those details that present a dominant impression. Sometimes you could just focus on one or two outstanding features that convey something about the person’s personality or character.

*Make your descriptions vivid.

V ocabulary is a crucial factor in producing convincing descriptions of people.The following is a brainstorming map which could help you enlarge your vocabulary on aspects of personal

description.

Can you describe the following pictures by using as many of above words and expressions as possible? (写作教程2 -p110)

When describing these pictures, you may find your vocabulary still limited. If so, go over some useful selections in describing unforgettable people.They might help you complete the task.

I have to admit that what I initially found attractive in Ted were precisely the things that made him different from my brothers and the Chinese boys I had dated: his brashness(莽撞); the assuredness in which he asked for things and expected to get them; his opinionated(固执己见的) manner; his angular（瘦削的）face and lanky（过分瘦长的）body; the thickness of his arms; the fact that his prents immigrated from Tarrytown, New York, not Tientsin, China.

Johanna Branson，a tall dancer from Lawrence, Kansas, became an art history major and shared with me her love of paintings and film.

Jinnet Fowles, from Connecticut and another art history student, posed hard -to-answer questions about what I thought could really be accomplished through student action.

Jan Krigbaum, a free spirit from California, brought unflagging enthusiasm to every venture and helped establish a Latin American student exchange program.

Connie Hoenk, a long-haired blonde from south Bend, Indiana, was a practical, down to earth girl whose opinions frequently reflected our common Midwestern roots.

Suzy Salomon, a smart , hardworking girl from another Chicago suburb who laughed often and easily, was always ready to help anyone.

Task 4 (10min) Rewriting: the following is a sample student essay. Read it and try to revise it.

My Unforgettable Teacher

In my life I have net many people who are really worth recalling. But perhaps the most unforgettable person I’ve ever known is one of my Chinese language teachers. To many students, “teacher” is just a word, I think. For me, however, it means much more. That’s because I am lucky to have an excellent teacher. He made me want to listen to everything he said in class.

What frequently bring back memories of my school teaching is his special qualities. First of all, I was attracted by his lively wit. He is not as serious as most teachers are, and thinks of his students as friends. Because of his personality, all of his students are close to him. I remember that we students always anticipated his class with great eagerness because his lectures were humorously delivered, never failing to provoke chuckles or loud laughers. Second, he gave us the greatest gift a teacher can offer-an awakening of a passion for learning. He not only led us to an appreciation of the beauty and perfection of Chinese and literature, but also aroused

our great interest in exploring something deeper in this field. Finally, I was deeply impressed by the respect he showed for us. As he treated us like friends rather than students, we all liked to visit his home for social activities as well as for academic advice.

Although it is nearly ten years since I attended his last class, he is the talk of o ur old classmates, and I know part of him has already stayed in my heart.

Task 5(5min)Pair work Compare your unforgettable college teachers with those of your middle school life. What are the differences?

Period 2

Task 1Reading and Speaking (15min)

A Read a passage on the gap generation(新标快速阅读2 p19 )

B Pair work

Work in pairs. Look at the list of “How to Cultivate EQ” and name the item or items that apply most closely to you. Please offer your reasons.(新视野4Unit 10-see appendix )

□Raising consciousness

□Using imaginary

□Considering and reconsidering events to choose the most creative response to them

□Integrating the perspectives of others

C Share your own ways to cultivate EQ

Task 2 Structured writing (10min)(新视野2 p104)

Time Sequence

There is an example of time-sequence writing. It gives us the sequence for something happening. Look at how the writer uses time adverbials in narrative in the following paragraph.

Uncle Sam

Fourteen-year-old Sam Wilson ran away from home to join his father and older brothers in the fig ht to liberate the American colonies from the British during the American Revolution. At age 23, h e started a meatpacking business and earned a reputation for being honest and hard working.

During a later war in 1812, Wilson gained a position inspecting meat for US Army forces, working with a man who had signed a contract with the government to provide meat to the army. Barrels o f meat supplied to the army were stamped "EA-US", identifying the company (EA) and country of origin (US).

According to one story, when a government official visited the plant and asked about the letters, a creative employee told him "US" was short for "Uncle Sam" Wilson. Soon soldiers were saying all Army supplies were from "Uncle Sam".

After the war, a character called Uncle Sam began appearing in political cartoons, his form evolvi

ng from an earlier cartoon character called Brother Jonathan that was popular during the American Revolution. Uncle Sam soon replaced Brother Jonathan as American's most popular symbol. The most enduring portrait of Uncle Sam was created by artist James Montgomery Flagg in his famous army recruiting posters of World Wars I and II. That version — a tall man with white hair and a s mall white beard on his chin, a dark blue coat and a tall hat with stars on it — was a self-portrait o f Flagg.

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Now have a look at three paragraphs to find out how the writer makes his narration according to time sequence. Then fill out the chart below：

The Statue of Liberty

In the mid-1870s, French artist Frederic Auguste Bartholdi was working on an enormous project c alled Liberty Enlightening the World, a monument celebrating US independence and the France-A merica alliance.

At the same time, he was in love with a woman whom he had met in Canada. His mother could no t approve of her son's affection for a woman she had never met, but Bartholdi went ahead and mar ried his love in 1876.

That same year Bartholdi had assembled the statue's right arm and torch, and displayed them in Ph iladelphia. It is said that he had used his wife's arm as the model, but felt her face was too beautifu

l for the statue. He needed someone whose face represented suffering yet strength, someone more severe than beautiful. He chose his mother.

The Statue of Liberty was dedicated on an island in Upper New York Bay in 1886. It had his moth er's face and his wife's body, but Bartholdi called it "my daughter, Liberty".

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Task 3

A Conversation (10min)

J-Jerry D-Diana

J: Diana, in your opinion, which is more important, IQ or EQ?

D: Why are you asking me the strange question,Jerry?

J: I watched the movie Forrest Gump last night. And the question just lingered in my mind.

D: Well. I think IQ matters more. But it won't work without EQ.

J: Why? You seem pretty about it.

D: Because an intellectual mind can only be a beneficial thing in life.

J: But IQ is decided at birth.On can't expect to make a lot of improvement in it. J: That ' s true, but what if one comes across some difficulties(He must rely on his EQ to deal with them.

D: Yes,Jerry can you share your understanding of EQ?

J: I think it is independent of IQ and plays a prominent role in deciding the way we our lives.

D: Quite right. Have you noticed that a high IQ is not a must for one's success? J: Just as Forrest?

D: Yes, his IQ is high enough for him to embrace the success as long as he can manage his EQ.

J: I got it.

B Question for discussion:Is IQ or EQ important in your life?

Task 4 Word Study(10min) （新标准2p18 p22)

A Match the words in the left column with their definitions.

B Complete the sentences and the passage with the correct form of the words in Part A

(a)My father____me on the head to show he was pleased with me.

(b)Children learn a lot by ___their parents.

(c)Babies start learning to ___at about six months old.

(d)She was sitting quietly in the corner, ___the cat.

(e)This is Sandy is an Extract from Tone, a story about the life of a deaf girl. She thinks her friends are

(1) _____people who (2) _____with pride when they introduce her to someone new.

When people find out she is deaf they are (3) _____shocked for a moment at first but pretend not to be. Sandy says that the hearing aids she saw in a(n) (4) _____are great fashion accessories, they’re just like a(n) (5) _____you put onto your ear. Sandy likes to show her hearing aid. She does’t tie her hair up in a(n) (6) _____but she tucks it behind her ears. Sandy’s friend Carol introduces her to a boy called Colin at a party. They sit together on a(n) (7) _____and Colin realizes that Sandy can understand wat he is saying by reading her lips. Someone turns up the (8) _____of the music and they dance together. Soon they are dating. This is when the real (9) _____begins.

Task 5 Game time (5min)

Write 3 statements about yourself, of which two of them are true and one false. Ask your partner to guess which is the false one.

Week 2Period 1

Task1 (10min) Warming-up activities(听说教程3 P3)

Discuss the following questions in your group.

1.Do you often call your parents? If yes, how often?

2.Do you always remember your parents’ birthdays? What do we usually do for your parents on

their birthdays and why?

3.How do you celebrate mother’s day?

4.Why do you love and respect your parents?

5.Do you think parents’love for their children is the greatest love in the world? If you do,

explain why.

Here are some useful sentences and structures that you might find handy in discussing the above questions:

I call/write to my parents a week.

I call/write to my parents when I’ve done well in a test or exam /I have something interesting to tell them/I’ve learned a financial grant/I’m short of money/I’ve got problems/I’’m sick.

I call/write to my parents regularly no matter how busy I am.

I think of my parents whenever I find that I’ve made some progress in my studies/when I win an award.

On my parents’s birthdays, I usually buy them some gifts with my pocket money/send them

cards/tell them how special they are to me/do something creative to try to express my love for them in a

special way .

I usually cook something special for my mother on Mother’s day. My father will take my

mother and me out for dinner to celebrate.

I love my parents because they gave me life/have sacrificed a lot in bringing me up/are always

there for me whenever I need them.

I respect my parents because they have taught me to me honest,generous, open-minded/are role

models for me .

Parents’love for their child is selfless/forever strong/never changing .

There is no love lke a mother’s love for her child.

No bond is stronger than that between parent and child.

My parents always tell me that I’m special/always find time for me when I need comforting and encouragement/make it a point to spend some time with me every week and talk with me about

my friends, school,activities,dreams and hopes.

Finish the following family tree.

A family tree is a diagram of the people in a family. This is the Wilsons' family tree. All the members

of the Wilsons are on this family tree. Betty and Henry are the parents of Sally, Linda and Tom. Linda is single. Sally is married .Her husband's name is Jack. Sally and Jack are the parents of Jimmy and Sarah. Jimmy is their son,and Sarah is their daughter.Tom is also married. His wife's name is Patty. Patty and Tom are the parents of Julie and Kevin. Julie is their daughter,and Kevin is their

son. Jimmy,Sarah,Julie and Kevin are cousins. They are also the grandchildren of Betty and Henry.

Task 2Pair work(5min) Practice the conversations with your partner, playing the role of A or B.

Then work with your partner to create your own conversation s.

Conversation One

Do you believe in age Gaps?

A. Hans, what are you up to?

B. I'm reading a letter from home. This is a picture of my family.A. Is the one with gray hair your grandma?

B. Yes, she is in her seventies.

A. Really, she is aging well. She looks like in her sixties.

B. But she is always forgetful. And we don't see eye to eye with each other on many things. She doesn't like the pop music. She hates me to surf Internet all the evening and she is always repeating stories of her life. Sometimes, I'm fed up

A. This is called generation gap.

Conversation Two

IQ&EQ

Jerry: I really admire you, Diana.

Diana: Why, Jerry? Your words just came out of the blue.

J: you are really happy and able to achieve high scores at school.

D: I work very hard and that's it, you know, practice makes perfect.

J: Isn't there anything else?

D: I have no idea.

J: You must have a high IQ score.

D: Well, Jerry, let me tell you a secret.

J: Go ahead.

D: My IQ score is slightly above average.

J: Seriously? But you are such a genius.

D: Maybe I've got a higher EQ. I'm not sure.

J: Well, perhaps you're right. Sometimes EQ matters more than IQ.

D: You can say that again, Jerry. And I'm sure you're high in both of them. With a little more time cracking the books, you can also get high marks.

J: Oh, thank you. I'm going to the library, are you coming?

D: Let's go!

Task 3 (10min) The following words and expressions are closely related to emotions. Go over these words and expressions, and mark the one or ones that you do not know well. Then ask your

Task 4Group work Reading and speaking(15min)(新视野4 p241)(见附录)

Read a passage and talk about how EQ plays a role in personal success.

Questions for discussion:

1.What is the finding of the experiment concerning watching four-year-olds interact with a

piece of candy?

2.What is the master skill attached to high achievers ?

3.How much does IQ count for success?

Task5Structured writing (10min) cause-and-effect paragraph writing(新视野1 p14)

A Paragraph of Cause and Effect

There is an example of cause-and-effect writing. It gives us the reasons for something happening. Look at how the writer links cause and effect in the following paragraph.

When I went to senior middle school, .I was eager to continue studying English; however, my experience in senior middle school was very different from before. While my former teacher had been patient with all of the students, my new teacher quickly punished those who gave incorrect answers. Whenever we answered incorrectly, she pointed a long stick at us and, shaking it up and down, shouted, "No! No! No! "It didn't take me long to lose my eagerness to answer questions. Not only did I lose my joy in answering questions, but I also lost my desire to say anything at all in English.

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Read Paragraph 2 to find a similar cause-and-effect relationship and fill in the chart below.

Para. 2

My experience with learning a foreign language began in junior middle school, when I took my first English class. I had a kind and patient teacher who often praised all of the students. Because of this positive method, I eagerly answered all the questions I could, never worrying much about making

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Period 2

Task 1(10min)Pair work

Work in pairs. Look at the list of the keys in early childhood contribute to people’s personalities as adults. And number the factors in order of importance (1= most important, 8= least important) Please offer your reasons.

?Relationship with mother.

?Relationship with father.

?Parental discipline

?The atmosphere at home

?The local environment.

?Playing with other children.

?Playing by oneself.

?Unhappy events

Task 2(10min) Conversation

Jack、John、Bob、Marton

Jack：Hey, John、Bob、Marton. What are you doing here? You also come to play basketball?

Bob：Good afternoon, Jack.Yeah, we are going to play basketball for a while.You know,today is Sunday. And tomorrow we will have input tension in the study John：So,Jack,why are you alone in playing basketball?

Marton：Let me guess, you should not be quarreled with your parents at home?

Jack：How do you know about it? That’s right.Today I had a quarrel with dad because of the learning problem.

Marton：Ah, don’t mention it.I like you and I recently talked with my parents also

contradictions. My mom don’t think I learn seriously, but I think she can’t tube[管] me, at ordinary times I not only solve the question of the pressure of exams but also solve the mother `ask and this really let a person very tired.(我妈妈认为我学习不认真，但是我觉得她没资格管我，平时考试已经让我觉得压力很大了，还要天天应付她的询问，真的让人很厌烦。)

John: Recently I always very vexed parents nagging[困扰]me, you say we are rebellious period now?

Bob：Guys, you are in bliss you parents nagging concern for you , you are no matter what the starting point is always good , since my mother passed away , my father drink every day,never care about me , I envy you very much.(伙计们，你们真是身在福中不知福啊，爸妈唠叨你们是关心你们，不管怎样出发点总是好的，自从我妈过世后，爸爸天天喝酒，从来都没关心过我，我真的很羡慕你们！)

Jack：I’m sorry , Bob.

Bob：I’m Ok, just hope you can cherish the love of your parents

Marton：You are right , Bob , we will .Am I right ? Guys! John：Yeah , I will .

Jack：Me ,too .

Bob：OK , don’t mention it . Let’s go to play basketball!

John：Let’s go , guys!

Introduce some important terms for students.

empathy: the ability to understand how someone feels because you can imagine what it is like to be them

sympathy: a natural feeling of kindness and understanding tha t you have for someone who is experiencing something vrey unpleasant

EQ (Emotional Intelligence Quotient)

IQ(intelligence Quotient)

Emotional intelligence : the ability to manage ourselves and our relationships effectively-consists of four fundamental capacities: self-awareness, self-management, social awareness and social skill.

Self-awareness：knowing your emotions, recognizing feelings as they occur,and discriminating between them.

Mood management: handling feelings so they’re relevant to the current situation and you react appropriately

Self-motivation: “gathering up”your feelings and directing yourself toward a goal, despite self-doubt, inertia and impulsiveness.

Managing relationship: handling interpersonal interaction, conflict resolution and negotiations Task 3(10min) Group work

Questions for Discussion (听说教程4 p78)

1.What does aging mean? At what age are people considered elderly?

2.What should be the right attitude toward aging ?

3.What problems may people have as they grow old?

4.How should we treat old people?

5.What are the common ailments(疾病) of the elderly?

6.What are the secrets of a long life?

Task 4(10min) Make a 3-minute speech on Aging with the help of the following words and

Task 5(10min) Grammar focus

To Enlarge your vocabulary(descriptive clusters)(adjectives)(写作教程2P131 P104)

Assignment: Write a passage on on one of the following topics.

1.How to Share Our Feelings with Others

2.Generation Gap

3.An Unforgettable Person

Appendixes:

Reading Materials

Passage 1(新视野4 P225)

How to Cultivate "EQ"

What is the most valuable contribution employees make to their companies, knowledge or judgment? I say judgment. Knowledge, no matter how broad, is useless until it is applied. And application takes judgment, which involves something of a sixth sense — a high performance of the mind.

This raises interesting questions about the best training for today's business people. As Daniel Goleman suggests in his new book, Emotional Intelligence, the latest scientific findings seem to indicate that intelligent but inflexible people don't have the right stuff in an age when the adaptive ability is the key to survival.

In a recent cover story, Time magazine sorted through the current thinking on intelligence and reported, "New brain research suggests that emotions, not IQ, may be the true measure of human intelligence." The basic significance of the emotional intelligence that Time called "EQ" was suggested by management expert Karen Boylston: "Customers are telling businesses, 'I don't care if every member of your staff graduated from Harvard. I will take my business and go where I am understood and treated with respect.'"

If the evolutionary pressures of the marketplace are making EQ, not IQ, the hot ticket for business success, it seems likely that individuals will want to know how to cultivate it. I have a modest proposal: Embrace a highly personal practice aimed at improving these four adaptive skills:

Raising consciousness. I think of this as thinking differently on purpose. It's about noticing what you are feeling and thinking and escaping the conditioned confines of your past. Raise your consciousness by catching yourself in the act of thinking as often as possible. Routinely take note of your emotions and ask if you're facing facts or avoiding them.

Using imagery. This is what you see Olympic ski racers doing before entering the starting gate. With their eyes closed and bodies swaying, they run the course in their minds first, which improves their performance. You can do the same by setting aside time each day to dream with passion about what you want to achieve.

Considering and reconsidering events to choose the most creative response to them. When a Greek philosopher said 2,000 years ago that it isn't events that matter but our opinion of them, this is what he was talking about. Every time something important happens, assign as many interpretations to it as possible,

even crazy ones. Then go with the interpretation most supportive of your dreams.

Integrating the perspectives of others. Brain research shows that our view of the world is limited by our genes and the experiences we've had. Learning to incorporate the useful perspectives of others is nothing less than a form of enlarging your senses. The next time someone interprets something differently from you — say, a controversial political event — pause to reflect on the role of life experience and consider it a gift of perception.

The force of habit — literally the established wiring of your brain — will pull you away from practicing these skills. Keep at it, however, because they are based on what we're learning about the mechanisms of the mind.

Within the first six months of life the human brain doubles in capacity; it doubles again by age four and then grows rapidly until we reach sexual maturity. The body has about a hundred billion nerve cells, and every experience triggers a brain response that literally shapes our senses. The mind, we now know, is not confined to the brain but is distributed throughout the body's universe of cells. Yes, we do think with our hearts, brains, muscles, blood and bones.

During a single crucial three-week period during our teenage years, chemical activity in the brain is cut in half. That done, we are "biologically wired" with what one of the nation's leading brain researchers calls our own "world view". He says it is impossible for any two people to see the world exactly alike. So unique is the personal experience that people would understand the world differently.

However, it is not only possible to change your world view, he says, it's actually easier than overcoming a drug habit. But you need a discipline for doing it. Hence, the method recommended here.

No, it's not a curriculum in the sense that an MBA is. But the latest research seems to imply that without the software of emotional maturity and self-knowledge, the hardware of academic training alone is worth less and less.(Words: 738)

Passage 2(新视野4 P225)

EQ Plays a Role in Personal Success

It turns out that a scientist can see the future by watching four-year-olds interact with a piece of candy. The researcher invites the children, one by one, into a plain room and begins the gentle torture. You can have this piece of candy right now, he says. But if you wait while I leave the room for a while, you can have two pieces of candy when I get back. And then he leaves.

Some children grab for the treat the minute he's out the door. Some last a few minutes before they give in. But others are determined to wait. They cover their eyes; they put their heads down; they sing to themselves; they try to play games or even fall asleep. When the researcher returns, he gives these children their hard-earned pieces of candy. And then, science waits for them to grow up.

By the time the children reach high school, something remarkable has happened. A survey of the children' s parents and teachers found that those who as four-year-olds had enough self-control to hold out for the second piece of candy generally grew up to be better adjusted, more popular, adventurous, confident and dependable teenagers. The children who gave in to temptation early on were more likely to be lonely, easily frustrated and inflexible. They could not endure stress and shied away from challenges.

When we think of brilliance we see Einstein, a thinking machine with skin and mismatched socks. High achievers, we imagine, were wired for greatness from birth. But then you have to wonder why, over time, natural talent seems to waken in some people and dim in others. This is where the candy comes in. It seems that the ability to delay reward is a master skill, a triumph of the logical brain over the irresponsible one. It is a sign, in short, of emotional intelligence. And it doesn't show up on an IQ test.

For most of this century, scientists have worshipped the hardware of the brain and the software of the mind; the messy powers of the heart were left to the poets. But brain theory could simply not explain the questions we wonder about most: why some people just seem to have a gift for living well; why the smartest kid in the class will probably not end up the richest; why we like some people virtually on sight and distrust others; why some people remain upbeat in the face of troubles that would sink a less resistant soul. What qualities of the mind or spirit, in short, determine who succeeds?

The phrase "emotional intelligence" was coined by researchers five years ago to describe qualities like understanding one's own feelings, sympathy for the feelings of others and "the regulation of emotion in a way that enhances living". This notion is about to bound into the national conversation, conveniently shortened to EQ, thanks to a new book, Emotional Intelligence by Daniel Goleman. Goleman has brought together a decade's worth of research into how the mind processes feelings. His goal, he announces on the cover, is to redefine what it means to be smart. His theory: when it comes to predicting people's success, brain capacity as measured by IQ may actually matter less than the qualities of mind once thought of as "character".

At first glance, there would seem to be little that's new here. There may be no less original idea than the notion that our hearts have authority over our heads. "I was so angry," we say, "I couldn't think straight." Neither is it surprising that "people skills" are useful, which amounts to saying it's good to be nice. But if it were that simple, the book would not be quite so interesting or its implications so controversial.

This is no abstract investigation. Goleman is looking for methods to restore "politeness to our streets and caring in our community life". He sees practical applications everywhere for how companies should decide whom to hire, how couples can increase the odds that their marriages will last, how parents should raise their children and how schools should teach them. When street gangs substitute for families and schoolyard insults end in knife attacks, when more

than half of marriages end in divorce, when the majority of the children murdered in this country are killed by their parents, many of whom say they were trying to discipline the child for behavior like blocking the TV or crying too much, it suggests a demand for basic emotional education.

And it is here the arguments will break out. While many researchers in this relatively new field are glad to see emotional issues finally taken seriously, they fear that a notion as handy as EQ invites misuse. "People have a variety of emotion," argues Harvard psychology professor Jerome Kagan. "Some people handle anger well but can't handle fear. Some people can't take joy. So each emotion has to be viewed differently." EQ is not the opposite of IQ. Some people are blessed with a lot of both, but some with little of either. What researchers have been trying to understand is how they work together; how one's ability to handle stress, for instance, affects the ability to concentrate and put intelligence to use. Among the ingredients for success, researchers now generally agree that IQ counts for about 20%; the rest depends on everything from social class to luck.(Words: 904)

Passage3 (新视野4 P225)

The Gap Generation

Results of USA WEEKEND’s teens and parents survey reveal a generation of young people who get along well with their parents and approve of the way they ‘re being raised. They think of their parents with affection and respect. They speak with with Mom or Dad when they have a problem. Most feel that their parents understand them , and they believe their family ranks No.1 in their parents’lives. Many even think their parents are cool!

The general faces ought to reassure us. The survey shows us that today’s teens are affectionate, sensible and happier. From other sources, we also know teenage crime and drug abuse are in general decline. We of course need to pay attention to youngsters who are filled with dissatisfaction and unfriendliness, but we should not allow these extreme cases to mislead our view of most young people.

In my studies and others I have read, I find the same patterns a in USA WEEKEND’s survey. Today’s teenagers admire their parents and welcome parental guidance about important matters such as career choice. When we ask teens to choose a hero, they usually select an older family member rather than a remote public figure. Most teens say they enjoy the company of both parents and friends.

Many teenagers believe they must be tolerant of differences among individuals. Many of them volunteer for community service with disabled people. One prevalent quality we have found in teens’statements about themselves, their friends and their families is a positive emotional tone. By and large, these are very nice kids.

A mere generation ago, parent-child relations were described as “the

generation gap”. Yet even then reports of widespread youth rebellion were overdone: Most kids in the 1960s and 1970s shared their parents’s basic values . Still, it is true that American families are growing closer now. Perhaps in the face of globalization, a young person’s family feels more like a friendly place than a trap. And perhaps parents are acting more like parents than in the recent past: within just the past five years, I have noticed parents returning to a belief that teenagers need the guidance of elders rather than noninterference.

But missing from all these data is the sense that today’s young care very much about their country, about the political environment, or about the future of their society. Recently, we examined more than 400 essays on the “laws of life”that teens from two communities had written as part of an educational programme. In those essays, and in follow-up interviews with a few of the teenagers, we found lots of insight, positive feeling and encouraging thinking. But we also found little interest in life beyond the tight circles of their family and immediate friends.

For example, only one boy said he would like be president when he grows up. When I was in high school, dozens in my class alone would have answered differently. In fact, other recent studies have found there has never been a time in American history when so small a part of young people have sought or accepted leadership roles in local organizations. It is also troubling that voting rates among our youngest voters 18-to 24-year-olds are way down: Little more than one in four now go to the polls, even in national elections, compared with almost twice that many when 18-year-olds were first given the vote.

In our interviews, many students viewed politics with suspicion and dislike. When asked what they would like to change in the world, the students mentioned only personal concerns such as slowing down the pace of life, gaining good friends, becoming more spiritual, becoming either more materially successful or less materially focused (depending on the student’s values), and being more respectful of the earth, animals and othe people. One boy said, “I’d rather be concentrating on artistic efforts than saving the world or something.”

It is fine and healthy for teens to cultivate their personal interests, and it is good news when young people enjoy harmonious relations with their family and friends. But there is also a place in a young life for noble purposes that include a devotion to the broader society, a love of country and an aspiration to make their own leadership contributions.

In the past, the young eagerly participated in national service and political affairs, often with lots of energy and idealism. If this is not happening today, we should ask why. Our society needs the full participation of its younger citizens if it is to continue to thrive. We know the promise is there- this is a well-grounded, talented, warm-hearted group of youngsters. We have everything to gain by encouraging them to explore the world beyond their immediate experience and to prepare themselves for their turn at shaping the world. (Words:801)

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周晓虹《现代社会心理学》笔记+考研真题详解(第12章 文化对人格及社会行为的影响)【圣才出品】

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如何面对情绪How to Face Emotions 初中英语作文 We are not god, so we will have the emotions all the time, when we meet difficulties, we will feel distressed, when we are treated unfairly, we will be angry. We must learn to deal emotions, so that we can move on. When the emotions come, we must tell ourselves to calm down, we can get angry for a while, but not all the time, only when we calm down can we think in a clear way. We can also find a way to relieve our emotions, like going to KTV or just talking to friends. We have to face emotion problems now and then, if we do the right thing, then all is well.我们不是上帝，因此我们总是会有情绪，在我们遇到困难时，会感到沮丧，在我们得到不公平的待遇时，会生气。我们必须学会处理情绪，这样才能向前看。当情绪来临的时候，我们必须告诉自己要冷静，我们可以生一会气情绪问题，但是不能一直生气，只有当我们冷静下来，才能清楚地思考。我们也能够找到方法来处理我们的情绪，比如去唱歌，或者和朋友聊天。我们不得不时而不时地面对，如果我们的处理正确，然后一切都会好起来。 1

荣格心理学与中国文化

荣格心理学与中国文化 高岚申永荷 美国著名心理学史家布雷德和墨菲等人，都表示他们的共识：认为心理学的第一个故乡在中国。实际上，许多西方著名的心理学家，在其理论和体系形成的过程中，确实受到了中国文化的深刻影响。卡尔·荣格和其分析心理学便是一个例证。 1、维尔海姆的影响 国际心理分析协会主席托马斯·科茨（Thomas Kirsch）博士，在1994年8月访问中国的一次演讲中提出，就荣格心理学思想的形成而言，理查德·维尔海姆（Richard Wilhelm）影响，远远超过了弗洛伊德或其他人。实际上，荣格自己也承认这一点，他曾经明确表示，“维尔海姆给了我无限的启迪，我受他的影响，远远超过了其他任何人。”而维尔海姆所给予荣格的启迪，也就是中国文化对于荣格的启迪；维尔海姆对于荣格的影响，也就是中国文化对于荣格的影响。 荣格在20年代初期便结识了维尔海姆，那正是荣格自己在其心理学的研究中最为关键，同时也是最为艰难的时期。与弗洛伊德正统精神分析的分裂，使得荣格面临许多压力。他希望自己能够有一种理论的根基，来帮助他整理自己的研究，使他能够有足够的力量和勇气，来抗衡他所面临的压力。1923年，荣格曾专门邀请维尔海来到苏黎士，在其主持的“心理俱乐部”中，介绍与评论中国的《易经》，介绍与讲解中国文化。荣格与维尔海姆广泛地讨论了中国文化的意义，讨论了西方的心理学和精神分析理论的发展。使荣格感到惊讶的是，在维尔海姆看来，西方无意识研究的发现，早就存在于中国古老的文化之中了。维尔海姆认为，荣格以及弗洛伊德所致力与探求的无意识心理学，正是中国文化思想或中国文化心理学中所固有或所包含的东西。 荣格自己曾有过这样的表示：“维尔海姆一生所从事的工作，对我来说是如此的重要和具有价值，是因为他为我解释与证实了我过去一直在追求、在思考、在向往，以及在从事和研究的东西。”荣格说，“维尔海姆的工作，给我们带来了中国文化的基因，给我们带来了一种足以从根本上改变我们世界观的中国文化基因。”荣格深深敬佩于维尔海姆的“汉学”，以及他对于中国哲学，对于中国文化的深刻理解。荣格曾经说过，我甚至不能用“影响”一词，来描述中国文化和中国思想与维尔海姆的关系，因为实际上，维尔海姆完全被中国文化所征服了，被同化了。面对这样一位汉学家，面对这样一位汉学家所代表的深远的中国文化，荣格将其作为自己终生的良师益友，也作为自己心理学的深远背景。 2、荣格心理学的秘密 在我们的理解中，中国文化是一种充满了心理学意义的文化；这种心理学的意义，具体而生动，表现着一种实在的生活的价值。荣格和维尔海姆把他们合著的《金花的秘密》一书，称之为“中国生命与生活之书”，也便代表了他们对中国文化之理解的一个侧面。 而这里的“生命与生活”，实际上也就是一种“心理学”。Cary F·Baynes在《金花的秘密》一书英译本的前言中写道：“心灵必须依赖于科学，将其作为现实世界中的导向；而科学也必须转向心灵，来寻求生活的意义。这就是《金花的秘密》所展示的观点。通过维尔海姆和荣格的共同努力，我们第一次有机会来理解和欣赏，能够在许多方面满足我们的需要的东方智慧。在《金花的秘密》中，这种东方的智慧脱离了形而上学的描述，而置之于心理学的体验之中。

文化心理学的发展

文化心理学的发展 文化心理学是近年来出现的一种新的心理学思潮，其起源最早可追溯到冯特的民族心理学。早在1862年冯特在其《对感官知觉理论的贡献》一书中，就已明确提出心理学可以分为两大领域，即实验的个体心理学与文化的民族心理学。前者可以通过实验的方法加以研究，主要研究个体的低级心理现象，而高级的复杂的心理现象只能由后者通过民族文化的传统加以审视与研究。冯特分别对两类心理学花费了大量的时间和精力呕心沥血地进行研究，由于其民族心理学具有浓厚的文化色彩，以致美国心理学家罗伯特·华生认为，冯特的V olker Psychologie不应该译成F0lk Psychology即民族心理学，而应译成Culture Psychology即文化心理学。1982年卡特最先使用了现代意义上的“文化心理学”一词，他认为文化心理学就是一门研究个体与社会、文化之间的相互作用的学科。在卡特之后的几十年里，文化心理学便成为一个真正崛起的心理学研究分支，并不断发展和完善，成为弥补主流心理学缺陷的主要研究取向。 文化心理学是新近出现的一种心理学取向。由于它刚刚兴起，因此其内涵尚未十分清晰，存在一定的概念混乱，这在一定程度上影响了其发展和价值或作用的发挥。目前，人们主要从两个方面来界定文化心理学的内涵：一是从研究对象和内容上，另一是从研究方法上。纵观文化心理学的发展历史，可以发现有四种不同理论取向，其分别是符号理论取向、活动理论取向、个人主义理论取向和构建主义理论取向。文化心理学不同理论取向之间又存在着不同程度的

交叉，但是透过这种复杂关系，我们还是可以获得关于文化理学基本预设的统一信息。关于文化心理学的理论预设，可以归结为三个方面：第一，文化是多元的，具有多样性，也就是说多元文化论是文化心理学的元理论或逻辑起点。第二，文化与心理或行为存在联系。第三，特殊文化环境下的群体或文化个体心理存在差异。 在论及文化心理学诞生的现实背景时，大都涉及到两点：主流心理学发展所面临的困境为文化心理学提供了兴起与发展的空间；非主流心理学的文化研究取向对文化心理学的启示。我国心理学家曾有过这样一段表述：“在实验法无能为力的地方，幸而还有一种对心理学具有客观价值的辅助手段可资利用，这些辅助手段就是心理的集体生活的某些产物，属于这些产物的主要是语言、文化和风俗”。文化作为弥补主流心理学的研究取向在于它研究的是主流心理学无法触及或是不愿触及的领域，因为文化心理学是以文化为研究对象的，主要探讨文化背景下的心理活动，即文化对人的心理的影响以及心理在文化继承和发展中的作用。它所研究的内容是用客观方法不便研究或是不好着手的研究，只能通过对人类历史积淀下来的能够表现出人的心理和行为或制约人的心理和行为的语言、神话、风俗习惯、理论公设等。文化的研究往往是通过间接的方式，利用内隐研究方法，将文化的蕴意和人们的内隐的生活方式、习惯以及信仰等进行揭示和研究，以为心理学在这个区域的空白添砖加瓦，同时也为社会主义和谐社会建设的构建提供心理学的依据。 文化心理学兴起的时间虽只有短短的几十年，但是学术界的研究

中国文化心理学

绪论 一、改善思维 1.从举一反三 某个学生在某一门喜欢的课上学习态度非常认真，思维活跃，成绩好，但仅限于此门课程——举一反十。假如现在你们又变小了回去上小学或初中，知识也只是那种水平，你觉得会不会取得比原来更好的成绩？为什么？ 从一次成功到次次成功——成功所需要的条件都是不变的，从一次成功中总结成功需要的基本条件，然后将它应用到其他方面。成功需要什么条件呢？加一条：全身心投入，即儒家的“诚”。这也是本门课程对你们的希望和要求：投入。讨论式课堂，随意发言，不必是提问，有什么想法都可以说出来，大家互相启发。最后你们的成绩也在很大程度上根据你们的投入程度来决定，最重要的是思维沉浸其中并保持活跃，领悟深入、记忆深刻，并且知行合一。 2.将智力作最大限度的运用：智慧的本质 二、传统文化 1.现代化 英格尔斯认为，个人的现代化并非现代化的副产品，而是现代化赖以进行并获得成功的先决条件之一。“一个国家可以从国外引进作为现代化标志的科学技术，移植先进国家卓有成效的工业管理方法、政府机构形式、教育制度以及全部课程内容等等，今天的发展中国家大多都是这么做的。它们本来怀着极大的希望和信心，以为把外来的先进技术播种在自己的国土上，产生的丰硕成果就足以使它跻身发达国家的行列之中。结果，它们往往收获的是失败和沮丧。原先拟想的完美蓝图不是被扭曲成奇形怪状的讽刺画，就是为本国的资源和财力掘下了坟墓。痛切的教训使一些人开始体会和领悟到，那些完善的现代制度以及伴随而来的指导大纲、管理守则，本身只是一些空的躯壳。如果一个国家的人民缺乏一种能赋予这些制度以真实生命力的现代心理基础，如果执行和运用这些现代制度的人，自身还没有从心理、思想、态度和行为方式上都经历一个向现代化的转变，失败和畸形发展的悲剧是不可避免的。再完美的现代制度和管理方式，再先进的技术工艺，也会在一群落后的人手中变成废纸一堆。……总之，那些先进的现代制度要获得成功和预期的效果，必须依赖运用它们的人的现代人格、现代品质。” 另一方面，个人现代性构成了现代化的主要目标之一。现代化追求经济发展，根本目的还是在于人的发展。现代化之所以有价值，正在于它能把个人从传统的束缚中解放出来，提高人的创造性，扩大他们社会生活的参与面，增加他们的个人价值感和尊严感，推动个性的发展与人类自由的实现。 通过跨国的、跨文化的研究概括出个人现代性的12方面特征：乐于接受新生事物；准备接受社会的改革与变化；头脑开放，尊重不同看法；注重现在与未来，守时惜时；注重效率、效能，对人的能力和社会的未来充满信心；注重计划；尊重知识，追求知识；相信理性及由理性支配下的社会；重视专门技术；敢于正视传统，不惟传统是从；相互了解、尊重与自尊；了解生产及过程。 当代中国人要想塑造具有文化根基的、完善的现代性，其合理进路是：将中国的传统人格作合理的现代延伸。传统人格既有优点，也有先天不足，关键是将这些不足作现代转换。 2.传统文化 三、本土化 本课程的重点将不是介绍各种本土化研究，也不是本土化研究方法，这些大家如果有兴趣以后可以继续学习；重点是介绍各种本土化研究取得的成果，即在中国传统文化中生长的人所形成的独特人格特点，给大家一个传统文化与跨文化比较的视角，帮助大家理解中国

荣格心理学与中国文化

荣格心理学与中国文化 荣格心理学与中国文化 转自：心理学报199804 作者：高岚申荷永华南师范大学心理系，广州，510631高岚申荷永美国著名心理学史家布雷德和墨菲等人，都曾表示过他们的一种共识：认为心理学的第一个故乡在中国。实际上，许多西方著名的心理学家，在其理论和体系形成的过程中，确实受到了中国文化的深刻影响。卡尔?荣格和其分析心理学便是一个例证。 1维尔海姆的影响 国际分析心理学会主席托马斯?科茨（ThomasKirsch）博士，在1994年8月访问中国的一次演讲中提出，就荣格心理学思想的形成而言，理查德?维尔海姆（RichardWilhelm）的影响，远远超过了弗洛伊德或其他任何人。实际上，荣格自己也承认这一点，他曾经明确的表示，“维尔海姆给了我无限的启迪，我所受他的影响，远远超过了其他任何人。”[1]而维尔海姆所给予荣格的启迪，也就

是中国文化对于荣格的启迪；维尔海姆对于荣格的影响，也就是中国文化对于荣格的影响。 荣格在20年代初期便结识了维尔海姆，那正是荣格自己在其心理学的研究中最为关键，同时也是最为艰难的时期。与弗洛伊德正统精神分析的分裂，使得荣格面临许多压力。他希望自己能够有一种理论的根基，来帮助他整理自己的研究，使他能够有足够的力量和勇气，来抗衡他所面临的压力。1923年，荣格曾专门邀请维尔海姆来到苏黎士，在其主持的“心理俱乐部”中，介绍与评论中国的《易经》，介绍与讲解中国文化。荣格与维尔海姆广泛地讨论了中国文化的意义，讨论了西方的心理学和精神分析理论的发展。使荣格感到惊讶的是，在维尔海姆看来，西方无意识研究的发现，早就存在于中国古老的文化之中了。维尔海姆认为，荣格以及弗洛伊德所致力与探求的无意识心理学，正是中国文化思想或中国文化心理学中所固有或所包含的东西。 荣格自己曾有过这样的表示：“维尔海姆一生所从事的工作，对我来说是如此的重要和具有价值，是因为他为我解释与证实了我过去一直在追求、在思考、在向往、以及在从事和研究的东西。”[2]荣格说，“维尔海姆的工作，给我们带

英语短文：控制你的情绪

英语短文：控制你的情绪 You must control and direct your emotions not abolish them. Besides, abolition would be antimissile task. Emotions are like a river. Their power can be dammed up and released under control and direction, but is cannot be held forever in check. Sooner or later the dam will burst, unleashing catastrophic destruction. 你必须控制并导引你的情绪而非摧毁它，况且摧毁情绪是一件不 可能的事情。情绪就像河流一样，你能够筑一道堤防把它挡起来，并在控制和导引之下排放它，但却不能永远抑制它，否则那道堤防迟早 会崩溃，并造成大灾难。 Your negative emotions can also be controlled and directed. PMA and self-discipline can remove their harmful effects and make them serve constructive purposes. Sometimes fear and anger will inspire intense action. But you must always submit your negative emotions--and you positive ones--to the examination of your reason before releasing them. Emotion without reason is a dreadful enemy. 你的消极心态同样也可被控制和导引，积极心态和自律可去除其中有害的部分，而使这些消极心态能为目标贡献力量。有的时候恐惧和生气会激发出更彻底的行动，但是在你释放消极情绪(以及积极情绪)之前务必要让你的理性为它们做一番检验，缺乏理性的情绪必然是一 位可怕的敌人。 What faculty provides the crucial balance between emotions and reason? It is your willpower, or ego, a subject which will be explored in more detail below. Self-discipline will teach you to throw your willpower behind either reason or emotion and amplify the intensity of their expression.

【心理讲座】文化理念

【心理讲座】文化理念 一、什么是文化心理学 同学们 大家好，欢迎大家回到慕课讲堂心理学概论，今天我们讲文化心理学。 什么是文化，文化为什么对心理学家有意义，为什么我们要研究文化心理学，这是人类在二十一世纪面临的一个非常重要的问题。因为我们已经变成越来越全球化的一个社会，各种文化之间的交流、沟通、贸易、对话、冲突，变得对我们的生活有非常大的影响。我们中国也变成一个全球化的国家，我们时时刻刻都要遭遇到来自不同文化背景的人，正是因为我们需要与人交流，与人沟通，与人对话，与人对比，我们就产生对自己心理的关注和了解。中国人有一句古话，不识庐山真面目，只缘身在此山中，讲的就是因为和他人的交往，和他人的对比，我们对自己也产生一种新的认识，这就是国际化的视野对我们心理的理解。

为什么心理学家关注文化的研究，最主要的我们其实还真的不是关注其他人到底有什么样的心理活动，最主要的是通过对别人的比较，我们来发现自己，了解自己，超越自己，升华自己，这就是文化心理学研究的意义和价值。我们清华大学著名的学者梁启超先生，当年就提出来中国人对自己的认识其实经历过四个阶段，一开始我们是中原的中国，就是以中原地区的文化差异来比较其他地区的文化差异，来了解我们中原核心文化到底具有什么样的特点。后来我们有了中国之中国，也就是通过我们中国与周边地区的文化差异的比较，来了解我们自己的一些文化心理特色。后来是亚洲之中国，通过我们亚洲邻国特别是与东南亚和东亚国家的比较来发 现我们自己的文化心理特色。现在我们是世界之中国,通过国际化的视野，国际化的比较，来了解分析我们中国人民自己的心理的特点，所以文化心理学是我们心理学家研究自身的心理活动、自身的心理特性的一种有效的研究范式。 我们的研究不光是了解文化是怎么回事，同时也希望了解 文化是如何影响到我们的情感、我们的行为、我们的社会关系.我们同时还关注我们的心理活动是如何影响我们对文化 的组织、文化的创造、文化的传承、文化的强化。我们还要研究文化差异它到底是有什么样的特点，它是如何形成的，

中国文化心理学

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