A Study On The Positive Emotion In Learning Chinese Subject

Now, junior school students are in the ignorant adolescence, and they stand on the crossroads of life. The teacher is a guide for students, and have the responsibility and obligation to guide his students to establish a correct outlook on world, life, values and learning concepts. Language subjects because of its unique cultural advantages, can cause their emotional resonance from the text and other aspects of emotional experience, and then guide students toward emotional health in the positive direction, so that students in the language of the world, will have the correct values and learning perspective, with a healthy and positive emotions, and a love of learning enthusiasm. Over the years, however, due to the impact of "examination-oriented education", teachers are more focused on how to improve students’scores while ignoring the students’learning on emotional direction, especially not enough attention was paid to language subjects’ emotional education function by language teachers, making a positive oriented language subjects do not play the role into practice. Some "problem students" of the school students appeared confused to tell right from wrong, and aversion learning. They treat study negatively, even think that learning is a painful thing, some of who even fight with classmates, abuse teachers, and stay away from school. I believe that the way to change this situation is by digging its own charm and disciplines to guide the direction of students’emotional development, to mobilize the enthusiasm of students in language learning, to stimulate student interest in learning, and to culture emotional discipline of students, so that they can feel happy in language learning. Therefore, the study of junior school language learning emotions and guiding its development in a positive direction are important.Student’s emotional tendencies in learning should be paid full attention to and attach importance to by us. This article will research the reasons of emotion developing in a positive direction of junior school language subjects, and the proposal aims to give rationalization to improve middle school students’positive emotions of language learning. The author explores this issue from teacher-student relationship, teacher’s teaching, student’s learning, home education, and gender differences the five aspects, and the actual classroom observations, questionnaires, and individual interviews were used to analyze this problem, then, five recommendations were made for improving the junior school positive emotion of language learning:A good relationship should be established between teachers and students. Changing teaching methods to get students interested in learning the language. Teachers should help students to establish a correct concept of learning and motivation. The way of family education should be implemented properly. Unique teaching for gender differences.The main contents include the following aspects:Part I:emotional connotation of language positive discipline, characteristics and influencing factors, defining the meaning of positive emotions and emotional characteristics of the language subjects positive discipline, analysis of the main factors effecting emotional education of junior school students.Part II:surveys from language subject’s emotion.Part III:the need to improve the positive language discipline emotion.Part IV:policies to improve positive junior school language emotion.This study aims to give a hand to improve the teaching methods of junior language subject and has a certain reference value on the improvement of ideological and political course of middle school teaching methods, teaching effectiveness and the quality of teaching, has a certain reference value. The author hope that the suggestions in this paper would be helpful and instructive for language teachers’emotional education.