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ID:62104746
大小:1.81 MB
页数:21页
时间:2021-04-16
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1、关于情商的ppt英语EQ intheeyesofmanypeople is inlove IQ, infactnot.ThedefinitionofEmotionalQuotient(EQ)Def1Intelligenceisthe“ability”toadapteffectivelytotheenvironmentDef2Beingintelligententailsmuchmorethanhavingstrongcognitiveabilities—thekindofabilitiesbyanintelligencetest.Research2CenterforC
2、reativeLeadershipfoundthattheprimarycausesofderailmentinexecutivesinvolveddeficitsinemotionalcompetence.Primarily:--difficultyhandlingchange--inabilitytoworkinateam--poorinterpersonalrelations.Research3AtL’Oreal,salesagentsselectedonEQcompetenciessignificantlyoutsoldthoseselectedusingth
3、ecompany’soldselectionprocedure,increasingrevenuebyover$2million.SalesagentsselectedonthebasisofEQcompetencyalsohada63%decreaseinturnoverduringthefirstyear.Fouradaptiveskillstobetrained(4种能力)Raiseconsciousness(提高意识)Useimagery(利用想象)Considerandreconsidereventstochoosethemostcreativerespon
4、setothem(反复考虑事件,做出最富创意的反应)Integratingtheperspectivesofothers(综合考虑他人看法)智商最高的人Text1Itisaboutnoticing(注意)whatyouarefeeling(感觉)andthinkingandescaping(摆脱)theconditionedconfines(限制)ofyourpast.智商最高的人Text2Withyoureyesclosedandbodiesswaying(摆动),doingthethingsinyourmindfirst,whichimprovesyourperf
5、ormance(表现).智商最高的人Text3Itisnoteventsthatmatterbutouropinionofthem,everytimesomethingimportanthappens,assignasmanyinterpretation(方面)toitaspossible,thengowiththeinterpretationmostsupportive(有利)ofyourdreams.智商最高的人Text4Learningtoincorporate(吸纳)theusefulperspective(观点)ofothersisnothinglessth
6、anaformofenlarging(扩大)yoursenses.INTHEENDAslongaswekeepatsucheffort(保持努力),wecanmakeit(成功),fortheyarebasedonourknowledgeaboutthemechanisms(机构)ofthemind.Ineffect,withoutEQ,IQaloneisworthlittle.谢谢欣赏小学低年级语文教学的难点与解决对策展示小学低年级语文教学的难点困惑一:我们倡导新课程下的新型学习方式,鼓励学生自主、合作、探究性的学习,但是,低段学生在合作、探究上常常不好操作,流于形
7、式,缺乏在个体独立思考基础上的真正合作,有的小组是好学生一统“天下”,而学困生则“袖手旁观”;有的学生合作学习时,不会倾听,不会合作……困惑二:传统观念下的课堂环节观与真实课堂教学的矛盾。以往的教学,考虑环节是否完美,是否紧凑。而真实的教学中以学生的体验、探索为主,由此产生许多预料之外的新情境、新因素、新问题,教师要改变固定课堂环节观,做到以学定教,最大限度地满足学生的学习愿望,让师生产生积极的交流,产生互动。然而在实际教学中,学生的表现欲强烈,从而往往出现拖堂现象,完不成教学任务,甚至降低课堂效益的现象。困惑三:教材将“基础训练”改为“积累·运用”
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