A Study On The Empathic Method Of Chinese Revolutionary Traditional Works Teaching In Junior Middle School

In recent years,the teaching of revolutionary traditional works has attracted much attention.At present,there are some problems in the teaching of revolutionary traditional works,such as outdated teaching methods,boring content,floating on the surface and difficult to get into the heart.In essence,they all have something to do with the gap between traditional revolutionary works and students and the lack of specific teaching methods.From the current teaching situation of revolutionary traditional works,researchers and front-line teachers try to find a breakthrough in the teaching effect of such texts by means of large-unit teaching and task-group teaching,and the research results are worthy of reference.At the same time,the author believes that we need more concrete methods to break the barriers between the traditional revolutionary works and students,so as to achieve the same frequency resonance,empathy and empathy between the students and the traditional revolutionary works.This study will take the "empathy method" as the clue,centering on the revolutionary traditional works in junior middle school Chinese textbooks,specifically sort out the teaching value and dilemma of the revolutionary traditional works.Relying on the relevant research of psychology and Chinese pedagogy,it will explore the empathy methods that help realize the teaching value of such texts,and try to construct the empathy strategy for the teaching of revolutionary traditional works.There are four chapters in this study,which are detailed below:Chapter 1,"The Value and Dilemmas of Teaching Revolutionary Traditional Works in Middle School Language".It further clarifies the importance of teaching revolutionary traditional works from three aspects: cultural confidence,aesthetic enhancement and spiritual heritage.After that,the current teaching dilemma is further clarified,and the urgent need to break through the gap between the revolutionary traditional works and students is the gap between the times,the gap between the texts and the gap between the values.Chapter 2,"Theoretical Explanation of Empathy Approach in Teaching Revolutionary Traditional Works in Middle School Language".The theoretical basis and inspiration are obtained from both psychological empathy theories and "contextual teaching method" to ensure that the proposed empathy method is based on a solid and solid theoretical foundation.The third chapter is on the system of empathy methods for teaching traditional works of revolutionary languages in junior high schools.This chapter explains the eight empathy methods based on specific works of revolutionary tradition or teaching cases,namely,"observing facial expressions" and "simulating emotional expressions" based on "simulation";"direct association"based on "direct association";and "direct association" based on "direct association".Role-playing" and "role-playing" based on "role";"intentional emotional guidance" and"effective questioning" based on "viewpoint selection".Different methods of empathy are applicable to different genres and contents of revolutionary traditional works,and to some extent,this chapter has some theoretical exploration and creative value.In order to better realize the effect of the empathy method in teaching,this study proposes "The application of empathic methods in the teaching of Chinese Revolutionary traditional works in junior middle school" in Chapter 4.The study classifies junior high school language works of revolutionary traditions according to three criteria: era,genre and content,and selects applicable empathy methods according to the characteristics of each type of works of revolutionary traditions and proposes 14 application strategies for front-line teachers’ reference,in order to better achieve the teaching goals of these texts,improve students’ cultural confidence and enhance students’ missionary responsibility.