Emotional Education Research In Junior Middle School Chinese Reading Teaching

Language is an important part of human culture and a unity of instrumentality and humanity.Reading teaching is an important part of Chinese teaching.Chinese reading materials are full of deep emotions and are concrete manifestations of humanity.In the reading teaching,excavate the rich humanistic connotation contained in the text,influences the students' spiritual emotions and helps students to establish a correct outlook on life,world outlook and values.In the context of the new curriculum reform,Chinese teacher is more and more appreciating emotional education and has concrete practice.However,in the long-term influence of exam-oriented education and the lack of effective methods and strategies,the emotional education in junior middle school Chinese reading teaching still cannot take big steps.Therefore,the study of emotional education in junior high school students' reading teaching is a topic worth exploring.This thesis is written based on a scientific research project 'A Study on the Cause and the Affective Education of the Middle School Students',which is hosted by the author.The project is inspired by the emotional education of Professor Zhu Xiaoman.And at the same time,the practical experience of Chinese teaching in junior middle school has made the author realized the importance of the emotional education in middle school students.The main part of the thesis consists of four chapters:The first chapter defines the concepts of emotional and emotional education,junior middle school Chinese teaching and Chinese reading teaching,analyzes the relationship between Chinese reading teaching and emotional education in junior middle school,and clarifies the importance of emotional education in junior middle school Chinese teaching.In reading teaching,the analysis of the rich emotional connotation peculiar to the text and the spiritual emotions of the sublimated students are important tasks in Chinese teaching.The teacher's education on students'thoughts and emotions is carrying out subtly in reading teaching.Students not only master the language knowledge of the text,but also the author's emotions and opinions.The second chapter expounds the goal of emotional education in junior middle school Chinese reading teaching from three aspects:aesthetics,morality and reason.The realization of this goal is of great significance to promote the growth of the students' spiritual world,helping them to establish a clear emotional direction in the complex emotional cognition,so that they always have firm beliefs no matter what kind of living environment.A positive heart,optimistic,courageous,tenacious spirit,promote students to establish a positive outlook on life and worldview.Emotional education in reading teaching can help students to experience,think and take the initiative to feel life in learning,and form a correct evaluation of self and others.Emotional education can cultivate students' practical ability,communicative ability and social responsibility,and promote students' independence and soundness.Personality and personality.In reading teaching,students have acquired emotions such as loving the motherland,loving their hometown,loving their family,loving science,and loving art.These emotions transformed into motivation for learning,and students are encouraged to understand various fields in life and cultivate a wide range of interests.The continuous exploration of science,art,music,sports,etc.is conducive to promoting students to establish lofty life aspirations and social ideals.At the same time,the reader engages in dialogue with the author through the text,so that the thoughts and feelings contained in the text brighten the reader's mind,so that they can understand the author,and they can interpret twice because of his own emotions,thoughts,experiences and knowledge reserves.Develop your own personalized understanding and promote the improvement of students' aesthetic power.The third chapter makes a comprehensive analysis of the implementation of emotional education in Chinese reading teaching based on the results of questionnaire survey.Author designed 18 questions in four dimensions to analyze the present situation of emotional education in Chinese reading teaching in junior middle school:emphasizing intellectual education,neglecting emotional education,emphasizing practice,neglecting reading,emphasizing explanation,neglecting perception,emphasizing form and neglecting content Based on the survey results,this paper analyzes the reasons why emotional education in junior middle school is not optimistic.Due to the long-term influence of examination-oriented education,the idea of score-based hero makes most of the teachers in the classroom mainly explain directly.It is hoped that students can directly acquire the knowledge of Chinese in order to deal with all kinds of questions,the learning is boring,and the application ability of Chinese can't be improved.The disconnection between Chinese instrumental and humanistic,the deviation between examination-oriented education and Chinese practice,and the lack of effective emotional education strategies lead to many problems in emotional education in reading teachingIn the fourth chapter,based on the analysis of the status quo and causes of emotional education in reading teaching,combined with the author's teaching practice for many years,the paper puts forward the strategy of implementing emotional education in junior middle school Chinese reading teaching.First,change the classroom mode to read the situation.Through pre-reading the overall perception,intensive reading of in-depth texts,reading and sharing of multiple interpretations,the silent written language,through the eyes,mouth,ears,brain and other sensory organs,into a unique emotional experience.Secondly,teachers actively create reading situations in the teaching process,and entertain with emotions.Teachers realize through multiple styles of introduction,multimedia assistance,and role reading aloud to improve students' interest in learning and enrich the emotional experience of students.Moreover,text is the carrier of reading teaching,it carries the author's deep emotions,and the way the author expresses emotions is different.In the teaching,the teacher leads the students to in-depth texts,explore the emotional factors in the text,read more,multi-products,and more inquiry,and stimulate the students' feelings with the article.Moreover,education has always cultivated people and influenced people through personality literacy.The emotional literacy of teachers determines whether they can perform the role of good emotional education.As a language teacher,he is both a "smart person" with knowledge and an "emotional person" with literacy,in order to meet the requirements of education and adapt to the development of the times.Therefore,teachers should actively improve their emotional literacy,lead students with positive and optimistic emotional state,and infect students with vivid classroom language.Finally,the reading teaching in the classroom is far from satisfying the needs of students' emotional growth.The author hopes that students can also learn nutrition from extracurricular reading.Teachers encourage students and create opportunities for students to explore and self-grow in extracurricular reading.Junior high school students gradually began to have independent thinking styles and individual emotional characteristics.Teachers set their teaching goals according to their physical and mental development needs,and strive to achieve emotional education in reading teaching,so that Chinese classroom becomes the biggest boost to improve students' quality and strong student spirit.