| Acknowledgements | 第1-5页 |
| 摘要 | 第5-6页 |
| Abstract | 第6-10页 |
| Chapter 1 Introduction | 第10-11页 |
| Chapter 2 Theoretical support | 第11-19页 |
| ·A ffective features of students at collegiate level | 第12-13页 |
| ·R easons for advocating teacher-student affective interaction | 第13-19页 |
| ·A meliorating classroom climate | 第13-14页 |
| ·Increasing students’self-esteem | 第14-15页 |
| ·Reducing debilitating anxiety | 第15-17页 |
| ·Lowering inhibition | 第17-18页 |
| ·Promoting empathy | 第18-19页 |
| Chapter 3 Methodology | 第19-37页 |
| ·Main strategies for facilitating teacher-student affective interacion | 第20-28页 |
| ·Adopt a positive attitude when giving classes | 第20-23页 |
| ·Grant more attention to students’group dynamics | 第23-24页 |
| ·Avoid interruption and no-comment appraisal to students’answers | 第24-26页 |
| ·Involve students in classroom decision-making | 第26-27页 |
| ·Give frequent praises to students | 第27-28页 |
| ·An illustration: teaching cases in the author’s classes | 第28-34页 |
| ·TSAI tryouts and comparisons on individuals | 第29-31页 |
| ·TSAI tryouts in classes and a questionnaire | 第31-34页 |
| ·More points for attention and teaching tips in the TSAI teaching mode | 第34-37页 |
| ·Evenly distributing affective interaction | 第34-35页 |
| ·Allowing time for students’preparation | 第35-36页 |
| ·Circulating when giving lectures | 第36页 |
| ·Allowing writing in group discussions | 第36-37页 |
| ·Equiping audience students with learning tasks | 第37页 |
| ·Calling on deskmates at once to give answers if necessary | 第37页 |
| Chapter 4 Findings | 第37-46页 |
| ·Benefits of teacher-student affective interacion | 第37-45页 |
| ·Improving classroom teaching and learning effect | 第37-38页 |
| ·Long-term embranchment benefits | 第38-45页 |
| ·Promoting students’ consciousness to give and treasure recognition | 第38-40页 |
| ·Fostering students’ communication ability | 第40-41页 |
| ·Nurturing students’ sense of classroom responsibility | 第41-42页 |
| ·Fostering students’ creativity | 第42-44页 |
| ·Facilitating the development of students’ autonomy | 第44-45页 |
| ·Features of teacher-student affective interaction | 第45-46页 |
| ·Mutual influence between teacher and students | 第45页 |
| ·Teacher’s self-control of emotion | 第45-46页 |
| ·Positive interdependence between teacher and students | 第46页 |
| Chapter 5 Implications | 第46-48页 |
| Notes | 第48-49页 |
| References | 第49-52页 |
