Research On Emotional Education Strategies Of Different Genres Of Chinese Texts In Junior Middle Schools

The junior middle school stage is the key period for students to establish correct world outlook,outlook on life and values.The Chinese subject has the characteristics of instrumentality and humanism,which makes the Chinese classroom an important platform for the development of students' emotional education.Articles in Chinese textbooks are necessary carriers for Chinese teachers to carry out emotional education,and their ideological content is expressed through different genres.The types of genres involved in the text are very rich,including novels,prose,poetry,drama,fairy tales,fables and so on.Among them,prose,fiction,poetry and drama are the four most common and basic literary genres,which are called the "Four Literary Genres".In junior middle school Chinese textbooks,prose,poetry and fiction are three literary genres with high frequency and large space,and also contain rich emotional education resources.Therefore,this paper takes these three literary genres as the starting point,combines the current junior middle school language teaching practice,and explores the implementation of emotional education.This paper is divided into five parts.The first chapter mainly introduces the problem,and defines the research methods and purposes by combing the research status at home and abroad.The second chapter defines the concepts of "emotion","emotional education" and "emotional education in junior middle school Chinese",and elaborates the theoretical basis and important significance of implementing emotional education in junior middle school Chinese teaching.Chapter three,through questionnaires and interviews with teachers and students,understands the current situation of emotional education in different types of texts in junior middle school.Chapter four summarizes the problems existing in the implementation of emotional education in different genres of junior middle school Chinese texts,and puts forward corresponding improvement strategies.The last part is the conclusion.Through this paper,the author hopes that Chinese teachers can pay more attention to emotional education in the teaching process,and improve the teaching methods of emotional education according to different types of texts,so as to better play the role of emotional education and promote students' all-round development.