Abstract
Two field experiments were conducted with the application of the strategies of cognitive match and formal match, two affective handling strategies of teaching materials to regulate learning sets of students, to Chinese teaching and foreign language teaching separately. The results showed that the application of the two strategies to affective handling of teaching materials separately was available to regulation of students learning sets and helpful to promotion of students cognitive and affective learning, and the improvement of classroom teaching quality.
| Keywords: | instructional psychology; teaching materials; affective handling; cognitive match; formal match; teaching strategy |
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