Research On Affective Education Of Junior High School Chinese Based On Core Literacy

With the deepening of curriculum reform,cultivating talents with core qualities has become the focus of teaching,and affective education in the classroom is an important requirement for teachers.Infiltrating affective education in junior high school Chinese teaching is one of the inevitable trends in education work under the background of core literacy.The majority of teachers also begin to pay attention to maintaining the balance between knowledge education and affective training lever in teaching.However,the cultivation of affection is a long process of internalization.Although many teachers have paid attention to the feeling of "affection" in teaching practice,they still lack the internalization of "meaning" and have not paid attention to and cultivated the students' inner experience,humanistic quality and values in a real sense.Therefore,they cannot really internalize the knowledge they have learned into their own behaviors and form a stable psychological cognitive structure.Based on this,this article is mainly divided into three parts:The first part: the ideological basis of the research on affection education in junior high school Chinese.The junior high school stage is the key period for the formation of values and outlook on life,and it is also the most difficult period for education,and it is also the period most in need of guidance.According to the psychological characteristics of junior high school students and the requirements of "language construction and application","thinking development and promotion","aesthetic appreciation and creation" and "cultural inheritance and understanding" in the core accomplishment of Chinese,junior high school Chinese teaching has become a crucial stage and the main position of affective education.The second part:Analysis of the current situation and causes of affective education in junior high school Chinese teaching.With the advancement of education reform,affective education has made more attempts and achieved some results in our junior high school Chinese teaching,but there are still some problems in general.The restriction of examination-oriented education,the difficulty of affective education itself,and the lack ofguidance from advanced educational concepts have led to the fact that the connotation of affective education has not been correctly understood,the affective literacy of Chinese teachers needs to be improved,and the methods of affective education need to be improved.The third part puts forward some constructive suggestions for the problems existing in the implementation of affective education.The first is to improve the Chinese teachers' emotional quality,which requires Chinese teachers to have the spirit of love and dedication and excellent professional level.The second is to make efficient use of resources in teaching materials to improve students' thinking quality.Thirdly,optimize affective education methods to stimulate students' interest in learning.The last is to carry out affective education in social practice.