The Research On The Application Of Emotional Teaching In High School 《Philosophy And Culture》

Emotional teaching is a teaching concept that focuses on students and fully explores the emotional elements of textbooks,exerting the positive role of emotional factors,triggering emotional collisions among students,and promoting the best emotional experience and learning outcomes.The standard for ideological and political courses in ordinary high schools stipulates that through the study of "Philosophy and Culture",students can consciously apply the basic principles of Marxism to understand,analyze,and grasp social life phenomena,establish cultural confidence,and enhance political identity.This means that students not only need to systematically master political theoretical knowledge,but more importantly,cultivate socialist emotions and scientific spirit,and enhance their sense of responsibility for consciously participating in socialist construction.Therefore,the cultivation of students’ emotions and the improvement of their sound personality have become more important content in the teaching of Philosophy and Culture.In summary,the research on emotional teaching in the teaching of Philosophy and Culture plays a very important role in implementing the fundamental task of moral education and promoting the transformation of students’ knowledge,intentions,and actions in ideological and political courses.Based on this,after conducting a large amount of literature collection and reading,combined with a survey during an internship at a high school in Yan’an City,it was found that the existing problems in emotional teaching in the high school "Philosophy and Culture" course are mainly: emotional goals are ignored in teaching objective design,teaching methods do not highlight emotional characteristics,teaching content lacks emotional factors,interaction lacks emotional atmosphere in the teaching process,and emotional factors are missing in teaching evaluation.Through investigation,research,and theoretical analysis,it has been found that the main reasons for the problems are: the neglect of emotional goals in the exam oriented education environment,the limitations of traditional teaching models on the effectiveness of emotional teaching,the need to improve teachers’ professional qualities in emotional teaching,the unclear positioning of teachers and students’ roles in emotional teaching,the outdated teaching evaluation concept,and the lack of operational mechanisms.To improve classroom effectiveness,based on relevant theoretical policies,the following targeted suggestions are proposed: to enhance teachers’ understanding of establishing multidimensional goals in education and teaching,and to pay attention to emotional goals in teaching design;Cleverly setting up a scientific emotional introduction mode and constructing diversified teaching scenarios to induce emotional generation;Fully utilize emotional factors,language expressions,and multi-dimensional emotional resources in textbooks to improve the reliability and validity of emotional teaching;Building a harmonious teacher-student relationship,utilizing life oriented teaching methods to enhance emotional interaction between teachers and students in teaching;Actively explore evaluation standards and methods that adapt to emotional teaching,and organize practical activities to enrich emotions.Finally,adhering to the requirement of integrating theory with practice,presenting the entire process of emotional classroom teaching cases,striving to provide certain reference significance for strengthening the closeness between emotional teaching and textbooks,and exerting the effectiveness of emotional teaching.