Study On Emotional Education Of Chinese Reading Teaching In Senior High School

Language,as a tool for understanding the world and fostering sentiment,is rich in humanistic thoughts,and unlike mathematics,physics,and chemistry,most of the symbols transmitted to students are rigid symbols.Reading teaching is an important part of high school language teaching,especially reading teaching materials,which contain the enthusiasm of the author,the pursuit of life,most likely to arouse the student's heart resonance,the most able to evoke the inner emotional experience,is an essential resource for emotional education.Emotion is the life of Chinese reading teaching.If reading teaching loses the emotional moistness and sublimation,it is like losing the flowers of sunshine and rain,and facing withering.The thoughts and feelings of high school students began to continuously develop towards adults,The rapid changes in physiology and roles and the pressure of college entrance exams have caused them to fluctuate more emotionally,and they are prone to depression and melancholy.Reading beautiful and rich emotional resources in teaching materials can make students' emotions subconsciously be baptized,promote their positive and beneficial emotions,and improve their personality.Therefore,whether it is the implementation of "three-dimensional goals" in the curriculum,which"emotional attitudes and values",or in order to better handle the emotional problems of high school students,language teachers need to pay attention to emotional education.In today's people's overall harmonious development today,most teachers feel the influence of emotional factors in education and embark on the course of research and practice.However,there are still some teachers who are deeply stuck in the quagmire of "exam-oriented education",pursuing scores one-sidedly,and indifferent to the value of educative values of textual emotions.In order to allow more teachers to understand the importance of emotional education,the author continues to explore on the basis of previous research and hopes to reverse the current state of teaching that is focused on cognition and emotion.In this paper,while combing and analyzing related theories of emotional education both at home and abroad,the author went deep into the first-line classroom practice and conducted a questionnaire survey of some language teachers and students in the school where the internship was located,and finds that emotional education is weakened,teachers lack emotional literacy,and teaching processes involve too little emotion.The author believes that educators should strengthen their emotional literacy.In addition,based on the combination of problems,they propose feasible strategies for establishing emotional goals,reading emotions,setting up situations,and returning to life.