A Study On Emotional Education In Chinese Language Courses Of High Schools

The Chinese language teaching is a fundamental subject characterized withinstrumentality and humanity. Compared with other subjects, it is particularly prominentin its sense of emotion. In Chinese language classes, enhancing the emotional educationbecomes an approach to reform the current teaching situation and to solve students’emotional issues so as to meet the requirement of the New Curriculum Standard.However, it is very common that the emotional education in class is frequently ignoredby teachers. And the contents of emotional education in the real Chinese languagelessons seem very ambiguous. Due to the complexity and individuality of the latent“emotion”, it’s very difficult both for researcher to discuss it widely and for teachers tostudy it specifically. Having compared and analyzed the relevant literature and materials,this thesis aims at discussing issues on emotional education in Chinese language classesthrough interview and questionnaire. It has mainly selected some teaching materials fromChinese language textbooks in high school and analyzed them based on the NewCurriculum Standard. This thesis mainly focuses on analyzing the emotion of “socialself” and “individual self”. Moreover, the author tries to provide some strategies andsolutions on emotional education from the following four aspects: editors of the textbook,teachers, students. First, the editor should select some textbook full of emotion and thoserich in “individual self”. Second, teachers should try to learn emotional theory ofknowledge,attempt to dig out the rich emotion inside the textbooks and to meet students’emotional demands in various aspects. Furthermore, the teachers have to arouse students’emotion by setting up different situations and to bring them enthusiasm with emotionalwords. Finally, students should consciously get a well preparation before class and readthe texts with deep emotion. Then, they would make a full imagination and acteffectively.