The Practice Of Emotional Education In The Moral Curriculum In Secondary Vocational Schools

The unique learning characteristics, different ways to accumulate knowledge, together with the various cognitive levels of students in secondary vocational schools requires the teaching theories and teaching methods that are different from those for students in normal middle schools. The curriculum of moral education is supposed to focus on "Emotion". However, the focus has always been on "Knowledge" rather than’"Emotion" during the past decades, which leads to students’ increasing reluctance towards learning such a subject. Therefore, we, work as teachers of this subject, have the responsibility to improve the current situation by integrating into our daily teaching activities the perfection of humanity, the improvement of inter-person relationships, as well as the noble sentiments.The writer of this essay conducted a teaching practice, focusing on how to improve the teaching validity by considering and integrating students’emotional factors. The writer believes that when considering students’cognitive factors during the teaching process, emotional factors should also be emphasized so as to better the moral teaching. The methods the writer uses includes questionnaires, class observations, experiments as well as experience conclusions. The main focus of this research is on finding ways to improve the effectiveness of moral education from the perspective of emotional factors.This essay first analyzed the meaning of the affective education, its principles together with its influence on the moral education in secondary vocational schools. Then a survey on the current situation in the teaching process and the reflection on some issues were presented. At last, some strategies which teachers can use to integrate the affective education into the moral education were also suggested. Based on the observation of some real teaching examples, the main strategies are as follows:first, fully explore the teaching content and stimulate students’ sense of emotion; second, make most of the teaching activities to let students experience different kinds of emotions; third, with the help of teaching evaluation, integrate the affective education naturally; last but not the least, improve the teaching environment in order to promote the affective education.In a word, this essay provides ways, both theoretically and practically, to improve the moral education teaching process by integrating the emotional factors. Such integration is beneficial for the transmission of knowledge and information between students and the establishment of healthy emotions, which leads to the all-round development of students. That is just the aim of the moral education. Hopefully, given the all-round reform of the new curriculum standards, this research is able to attract more efforts in this regard.