The Emotional Teaching Strategy Research For The Chinese Language Of The Junior Middle School

Education for all-around development and new curriculum has been carried out more than five years; language teaching is also showing a lot of changes. However, we can easily find the reality of language teaching has not been fundamentally changed. In order to pursue the Education for all-around development and the test results, many of the language teaching classrooms are still in imparting academic knowledge, the content-based test. Teachers simply have taken the trouble to teach the based knowledge of Chinese language, lead students to make much practice like mountains and sea, and strengthen the skills of testing and methods of answer. They are eager to the achievement of student language with heart and soul. Language teaching classrooms aren't focus on the emotional experience,cultural literacy and aesthetic awareness, and don't practice the functions of love-know language teaching. This class will enable students not only learned the real thing into their own, can not enable students to enhance their ability to learn language and literacy, so that students feel real charming of the language. Moreover, because of the lack of student mental,emotional and nurtured for the long time, students naturally lose enthusiasm for language learning, the inner driving force, and result in a dead school even weary.Different courses should have different values and educating people. "Full-time language courses compulsory standards (trial version)," explicitly demonstrates that the language courses not only make students to love their motherland , guide students to understand and use of mother language, have the feelings to cultivate a sense and the development of thinking, have the basic language literacy and skills, but also emphasize the importance of improving students' cultural literacy, moral character and aesthetic taste in order to enable students to form a wealth of emotions gradually, good personality and good character, a correct outlook on life, world outlook and values, their overall development and lay a solid foundation. Language is the tool and the unity of humanity, as for language teaching, the latter is a major mission and more difficult. Language teaching should be on the person's emotional, spiritual, soul education, and not merely the accumulation of knowledge and understanding of language. Language teachers should assume the spread of the motherland and profound knowledge of languages at the same time; shoulder the important task of teaching emotion.How do language teachers make language teaching as a carrier medium and combine the knowledge and emotion of teaching completely and organically? How do make students pursue the true, the good and the beautiful, and love to know and contribute to a comprehensive development in every language classes?This article is based on the actual language in the classroom, the combination of theorists putting forward the emotional language teaching strategies. This paper has three parts:Part I: the need for the implementation of language teaching and emotional significance. Necessity includes the characteristics of modern social life and the growth of junior high school students, the development trend, the personnel requirements of modern society, the status and problems of junior high school language teaching; significance includes the ultimate goal of language teaching practice, students'good character and emotional intelligence, adaptation to physiological and psychological characteristics of the development, stimulate students'interest in language learning and motivation, practice the quality of education and new curriculum for junior high school language teaching requirements.Part II: Theory of the emotion and implementation of teaching junior high language. The theoretical basis for the implementation of emotion includes language teaching in line with "emotional teaching psychology", n the Soviet Union Suhomlinski educational theory, in line with American educator John Dewey in the early twentieth century putting forward the overall education and so on.Part III: The strategies and the implementation of junior high school emotional language teaching. Strategies include the influence of pleasing method of teaching materials, teachers'subtle methods they argued, understanding of the feelings reading tastes method, language activities accumulation method, the creation of situational experience infection method, the classic aesthetic literary world method.