Emotional Teaching Of Secondary Language

Emotion is one's own experience concerning the relationship between objective facts and one's own thoughts and consciousness. Among people's psychological structure, emotion is one of the most important psychological factors. It not only widely influences people's psychological activities but also plays a great role in people's cognitive activities and practice. Psychological studies show that only 20 percent of one's success is contributed to intelligent factors, whereas 80 percent is determined by non-intelligent factors. Thus non-intelligent factors are the most important factors in one's success. And emotion plays a fundamental dynamical adjusting role in non-intelligent factors, which cannot exist without the accompany of emotion.The new elementary curriculum reform emphasis on three dimensions: knowledge and ability, process and method, emotion, attitude and values; motional of objective is an indispensable component. In order to implement curriculum reform, to improve students' language attainment comprehensively and facilitate students' development of overall quality in a balanced and individual way, we have already taken emotional Chinese language teaching as an important research issue, which deserves an in-depth study. Emotion is the embodiment of artful Chinese language teaching and it is both the means and the end of teaching, which has been appreciated in theory by more and more Chinese language teachers. However, in practice there still exists the prevailing phenomenon in which emotional teaching is only regarded as an ancillary tool to impart knowledge. Appropriate teaching strategy plays an important role in implementing widely and effectively the emotional teaching of high school Chinese language.This paper, based upon the reality of high school Chinese language teaching, comprehensively employs the methods of literature review, theoretical research and case study to discuss systematically and thoroughly the essence and characteristics of emotional teaching of high school Chinese language and basic strategies of emotional teaching of high school Chinese language. Finally, in order for teachers to understand, master and better practice the methodology, some specific suggestions are made for them.