Emotional Experience Reading Teaching Type In Junior High School

Based on the current international and domestic language teaching reform trend, the core mission of education in the 21st century is no longer an access to the cognitive knowledge, but the emotional knowledge acquisition than cognitive and emotional literacy training and individualization of the students. Therefore, the students' unique feelings, understanding in the teaching process should be cherished. But on the design of the current middle school Chinese teaching, the teaching goals emphasize on the language teaching but the emotional education, the teaching form emphasizes on the teaching programs but the growth of students, the teaching implementation emphasizes on the operation of cognitive system but lights on the affective operation system, and the teaching evaluation emphasizes on the time of emotional development of students but lights on the free space for the development of students and other emotional status.Based on the life philosophy, experiential learning theory, affective learning theory as ontology and epistemology, this paper builds a junior high school reading class valuing on the emotional experience. It begins with a creation and discovery of the situation, probes the reading text by emotional germination and experience, constructs the life principal part with practice and value generation and extends the emotional experience by aesthetics and sublimation, through which to design the model of reading instructional operation. With the basic teaching design principles and guidelines and with the requirements for the emotional experience of reading instruction as the independent variable and student's experience, aesthetic ability, confidence, situational thinking, academic achievement as the dependent variable, this paper conducts an experimental study on a junior high school sophomores class for a semester. The results show that:1,Emotional experience reading teaching type in junior high school can lead to a positive thinking and attention as an individual separate inner part to have an emotional experience of life. And for different students, diverse evaluation of the can develop students'individual personality and effectively promot the students'experience of success in the development of language learning.2,Emotional experience reading teaching type in junior high school are consciously designed to guide students to put the knowledge in the classroom into the real life, and the individual person can experience a "beauty" of life by a cultivate emotional, spiritual sublimation, by which the students' ability of aesthetic development in language learning can be effectively promoted.3,Designed with keen observation, the gap guidance, skillfully reviews, stimulate progress, appreciated induction and experience joy, etc., emotional experience reading teaching type in junior high school can effectively promote the students'development of self-confidence in language learning.4,In the chinese language learning process, emotional experience reading teaching can guide students to have a careful observation and comparative analysis of the contents by imagining, contextualization, leading an emotional resonance between the works and the readers, to make an effective promotion of language learning situation of students in the development of thinking.5,Emotional experience reading teaching type can significantly improve the students'academic performance.