Research On The Implementation Of Emotional Goals In The Teaching Of Chinese Reading In Primary Schools

The implementation of emotional goals in Chinese reading teaching not only conforms to the requirements of new curriculum standards,but also can guide students to experience the text and deepen their understanding of the author's emotions,so as to have a deeper understanding of the text content and realize the effective achievement of emotional goals.High school is an important period to develop reading interest,habit and attitude.In this period,through the effective implementation of emotional goals in reading teaching,students can keep their interest in reading,form good habits,and gradually form a correct outlook on life and values.According to the specific contents of affective goals in Chinese curriculum standards,this paper divides the research on the implementation of affective goals in reading teaching into the following parts: First,the introduction.First of all,this paper expounds the significance of the problem and the research.Then,through thecollection and collation of a large number literature,the existing results of this study are summarized,and the latest research progress and enlightenment for future research are analyzed.Finally,the research ideas and methods are introduced.Secondly,this paper discusses the status quo of the implementation of emotional goals in the teaching of high-level Chinese reading in primary schools.In combination with the Chinese curriculum standards,this paper analyzes the whole emotional target content listed in the reading teaching of the third learning paragraph by using the questionnaire survey method in terms of students' positive emotions,good learning attitude,correct value orientation and text appreciation.After sorting out and statistics of the questionnaire data,it is found that the implementation of emotional goals in the teaching of high-level Chinese reading in primary schools mainly relies on the learning task list and the combination of cognitive goals to achieve emotional goals.Reading teaching cannot arouse the positive emotion of most students;The interest of extracurricular reading of middle school students is higher than that of in-class reading.Nearly half of the students in the reading discussion did not form a scientific attitude;Students lack of classical taste in ancient poetry,and there are differences in the appreciation of texts in and out of class.Thirdly,this paper discusses the problems in the implementation of emotional goals and the reasons for the disadvantages.By observing different types of Chinese teachers' reading teaching and teacher interviews found that because of school teaching evaluation mechanism is imperfect,the influence of teachers' professional and emotional goals within the recessive characteristics,Chinese reading teaching in teachers' implementation of emotional target exists many problems,such as the language lesson mark in the emotional goal not familiar,the reading teaching curing situation bad infection,group discussions,the sublimation of the experience of lack of students,reading evaluation of simplification and extracurricular reading guide etc.Fourthly,the author puts forward some Suggestions on the effective implementation of affective goals in Chinese reading teaching.Fourthly,the author puts forward some Suggestions on the effective implementation of affective goals in Chinese reading teaching.From the level of school teaching management,it is necessary to create a campus reading culture,improve the teacher teaching plan assessment system,and guide and supervise the implementation of teachers' emotional goals.From the aspect of teachers' reading teaching,learning objectives,evaluation tasks and teaching activities are closely combined,and reading teaching activities and students' perception of life intersect;From the student extracurricular reading instruction aspect,must instruct the student to choose the appropriate extracurricular reading material,stimulates the reading interest.Teaching scientific reading methods and experiencing textual emotions.Share extracurricular reading achievements and appreciate classic works.