Study On The Improvement Of Positive Emotional Experience In Junior Middle School Students' Moral And Rule Of Law Class

The report of the Nineteenth National Congress of the Communist Party of China once again clearly pointed out that “we should carry out the fundamental task of building up people by virtue,develop quality education,promote educational fairness,and train socialist builders and successors with all-round development of morality,intelligence,body and beauty”.In the whole national education,junior middle school teaching is particularly important.Junior secondary school is generally in the age of 11,12 to14,15(mid-school age),they are full of vitality,hope and ideals,both physical and mental growth.With quality education in many primary and secondary schools to the depth,moral education is more and more important.The emotion of students and teachers runs through the process of classroom teaching,and the effect of emotional experience not only affects classroom teachingLearning,but also related to the development of physical and mental health of junior high school students.But in the actual teaching activities a large number of educational research have ignored the students in the classroom positive emotional experience,underestimated the impact of positive emotions on students' own development,especially the ideological and moral character of this course.Moreover,students are always forced to take positive emotions to attend classes,study,and even use pressure as a motivation as an excuse to force children to take the initiative to learn,to maintain an optimistic mood to learn.It is difficult for students to have positive emotional experience in the ideological and moral classroom,which not only affects the deep communication and communication between teachers and students,but also gives education and teachingLearning activities bring adverse effects,and is not conducive to the physical and mental health of students and the improvement of learning efficiency.In this regard,it is urgent to study the current situation of positive emotional experience of junior high school students in the ideological and moral classroom.Based on the perspective of classroom positive emotion experience,this study finds out the performance of students' positive emotion in classroom,analyzes its influencing factors,and puts forward some improvement strategies to solve the problem that students experience less positive emotion in classroom.From February to March 2019,this study conducted a questionnaire survey in R Middle School,and explored the teaching practice in the classroom,observed and recorded the classroom behavior,understood the main performance of the positive emotional experience of junior high school students in theideological and moral classroom,and the relationship between teachers and students,classroom teaching effect,self-learning efficiency and so on The positive impact.The main research tools used are positive and negative emotion scale,teacher and student support rating scale,and the internal and external factors that affect the positive emotional state of students in class are measured by the relevant scale.The study found that the number of students experiencing less positive emotions in the classroom was about 39.8%,and the number of students experiencing less positive emotions was 18.2%.These data show to some extent that students often do not experience positive emotions in the ideological and moral classroom,which not only has a negative impact on the harmony between teachers and students,but also has a certain negative impact on their learning efficiency,such as learning pressure,weariness.learning,truancy,dissatisfaction status,etc.The author analyzes the influencing factors of the positive emotional experience in the classroom of junior high school students,analyzes and discusses the reasons of the students themselves and the teachers' factors,and finds that the students' different temperament types,the size of the learning pressure,the importance of the ideological and moral curriculum,and other internal reasons make it difficult for students to experience positive emotions in the classroom.The external reasons mainly include whether the teacher-student relationship is good,the teacher's teaching methods and methods,whether the classroom atmosphere is active,and the expectations from parents.Through observation and interview investigation,the author learned that positive emotional experience in the classroom will bring positive effects to teachers and students,such as cultivation Good study habits,improve learning efficiency,establish a harmonious relationship between teachers and students and classmates,release pressure correctly,etc.In view of the existing problems,this study puts forward the corresponding improvement strategies,from harmonious teacher-student relationship,improve teachers' teaching level,people-oriented,pay attention to students three aspects of analysis,and select some classes in the seventh and eighth grades for experimental teaching,to verify the feasibility of the study.This study holds that the positive emotion of junior high school students' experience in ideological and moral classroom is an important factor affecting students' own healthy growth,learning efficiency and teaching quality,which needs to be paid attention to.Junior high school students should learn to pressure their studies at the right time force to adjust,at the same time,schools,teachers and parents also need to give more understanding and help to students' life and study,and jointly promote the positive emotional experience of junior high school students in the ideological andmoral classroom.