NLP语言运作对德育课教学的借鉴意义__从语言运作上提

华中科技大学硕士学位论文NLP语言运作对德育课教学的借鉴意义——从语言运作上提高德育实效性姓名：陈清申请学位级别：硕士专业：马克思主义理论与思想政治教育指导教师：张传平20060507INLPNLPNLPNLPNLPNLP“”NLPIIAbstractMoraleducationclassesarethemainpositionsincollegesanduniversities,istheideologicalandpoliticaleducationofuniversitystudentsinthemainchannel.Moraloftheteacherstoimprovetheeffectivenessofmoraleducationclassesmadegreateffortsandattainedconsiderableresults.However,collegesanduniversitiesmoraleffecthasbeenunsatisfactory.Ontheonehand,thereismorescientificandprofessionalcourseteaching;Ontheotherhand,themoralcontentofobsoleteteachingmethodsallowstudentstothinkbackwardmoralcontentoftheircourses.Multiculturalisminthecontextofglobalizationbroughtaboutbytheideologicalinfluenceonouryouth,urgentcallsforthestrengtheningofthepatrioticstudents,theworldoutlook,outlookonlifeeducation.Advocatesfrommoralcontent,moralform,moralapproachtomoralandethicalmeansforchange,Ibelievethatweneedtomakeintermsoflanguagemodelsformoralchange.AtpresenttheNLPresearchattheinternationallevel,withparticularemphasisonlanguage,toenhancetheeffectivenessofacertainmoralsignificance.MostofthepapersfromfourexpoundedhowtouseNLPlanguageoperationmoralteaching.Thefirstpart,theroleofmorallanguagecourse.Inthisfirstpartoftheprocessdefinedbythemoral.Thattheprocessisamorallanguageaffectstudentsandteachersthroughtheactivitiesareinteractiveandparticipatoryprocess.Secondlydiscussedlanguageclassificationthatlanguageintoverbalandnon-verballanguageofinstruction.Furtherdiscussionoftheimportanceofmorallanguagecourse.Finallydiscussedtheroleofmorallanguagecourse.Ifteachersthinkthatthelanguageusedappropriateandreasonablethatstudents,teacherssaidthestudentsdo.PartII,thetraditionalmorallanguageshortcomings.Inthispart,Ithinktheshortcomingsoftraditionalmorallanguage:thelanguageofapoliticalmoralgeneralizationphenomenon,thelackofteachersandstudentstocommunicate,butratheremptylanguageteachers,notpopular,big,emptymore,butimproperuseofbodylanguage.IIIPartIII,NLPlanguagefeatures.IthinkthatmorespecificlanguageNLP,image;Flexibility;Stressingindividual;NLPlanguageandthemoresubtleorder.PartIV,NLPlanguagefunctioningofmoralteachingonthemeaning.Ithinkmoralteachingtoovercomerigidindoctrination;Moralteachingmorestudentswiththedialogue;Butalsomorepracticalteaching;Morallanguageteacherstoenhancetheartistic.Specificlanguageisfromtherhythmandsound;Fromhumorous,emotionally;Fromthelanguageflexibility;Frominspirestudentstoartistic.Andlanguageteacherstobeinnovative,targetedandtheactualsituation.Enough,avivid,easy,mild.Keywords:NLPlanguageoperation,moralteaching,learning,languageartistry□_____□“√”1NLPNLPNLPNLPNLP211.11.1.11——23——1.1.231+121.1.3——41.2verbalcommunicationnonverbalcommunication1——“”1KurtWBeckLanguageandCommunication,1977.5——paralanguage1.3162“”3——7822.12.2,——92.32.3.12.3.21102“”3112.3.31280123NLP3.1NLPNLP·(RichardBandler)·(JohnGrinder)·(Dr.MiltonH.Erickson)·(VirginiaSatir)··(GregoryBateson)NLP··()NLP“”NLP3.2NLPNLPNeuro-LinguisticProgrammingNNeuroLLinguisticPProgramming(NeuroLinguisticProgramming,NLP)13RichardBandlerJohnGrinder70NLPNLP50080%NLPNLPNLP3.3NLPNLP3.3.1NLPNLPNLPNLP14NLPNLPNLP153.3.2NLPNLP——“”NLPNLPNLPNLP16NLPNLPNLPNLPNLP3.3.3NLPNLPNLPNLPNLPNLPNLP17NLP3.3.4NLPNLP13182NLP19204NLPNLP4.1NLP4.1.1NLP21NLP4.1.2NLP224.1.3NLP()()4.24.2.12234.2.232•2001320045244.325“”“”264.3.1274.3.2·“28”“”294.3.3“”“”“”304.3.4·313233NLPNLP34!35[1]M2001101[2]M198861[3]M20007[4]M20024[5]M2002.5[6]••M1998122[7]M199171[8]M2001101[9]M200081[10]M198781[11]M200141[12]M2000111[13]M199181[14]M200031[15]TEDGARRATT,THEEFFECTIVEDELIBERYofTRAININGUSINGNLP,AHANDBOOKOFTOOLS,TECHNIQUESANDPRACTICALEXERCISESLondon·Stirling(USA)36[16]BruceJoyce,MarshaWeil,EmilyCalhounModelsofTeaching[M]M200211[17]M199141[18]M2000[19]M19989[20]J200412[21]J200011[22]J[23]J2004.11[24]J200113[25]J200013[26]J20021[27]J,200012[28]Anonymous.BBQandNLPCreditManagement.Stamford:Dec2005.p.57[29]IanWickramasekera.ApplyingEricksonianLanguagingandNLPPrinciplestoEducationalSettings.AmericanJournalofClinicalHypnosisBloomingdale:Oct2005-Jan2006.Vol.48,Iss.2/3;p.235[30]TonyDunk.NLP:Businessasaforeignlanguage.TrainingJournal.Ely:Aug2005.pg.37[31]DavidPratt.Think,actandwin.SupplyManagement.London:Apr14,2005.Vol.10,Iss.8;pg.28[32]AnneMarples.THEMETAMODEL(PARTS1,2AND3).TrainingJournal.Ely:37Apr2005.p.64[33]Anonymous.AnNLPpolyglot.KMWorld.Camden:Mar2005.Vol.14,Iss.3;p.7[34]LisaSilver.LearningtoskithroughNLP.GP.London:Jan28,2005.p.61[35]DavidBlanchflower.Me,Myself,MyTeam-HowtobecomeaneffectiveteamplayerusingNLP.ManagementServices.Enfield:Winter2005.Vol.49,Iss.4;p.41[36]IoannisG.Akrotirianakis,ChristodoulosA.Floudas.ANewClassofImprovedConvexUnderestimatorsforTwiceContinuouslyDifferentiableConstrainedNLPs;[1].JournalofGlobalOptimization.Dordrecht:Dec2004.Vol.30,Iss.4;p.367[37]KristenHartley,CarolKarp.Patienthaslarge,increasinggrowthonlefteye.OphthalmologyTimes.Cleveland:Nov15,2004.Vol.29,Iss.22;p.16[38]MarkCecil.NLPAimsToLandAlicoInATakeout.Mergers&AcquisitionsReport.NewYork:Oct11,2004.p.1[39]TheLawyer.NLP:thescientificroutetosuccess.London:Se