Research On The Emotional Experience Teaching Method Of Ideological And Political Courses In Senior High School

Senior high school ideological and political courses comprehensively implement the Party’s policies from the three fields of economy,politics and culture,to cultivate students’ comprehensive quality,shape students’ correct values.Although the theory of senior high school ideological and political course is deterministic in connotation,it can be deeply explored in form to convey feelings to students,so that the profound theoretical knowledge and rich emotional implications of this course can directly strike students’ hearts in the teaching process.Based on this,serious theoretical knowledge should be cultivated in the inner world of students in a vivid but not stiff,cordial but not rigid,popular but not obscure form.It should be the conscious request of ideological and political educators to make the ideological and political courses lovely,credible and available to students.Therefore,it is of practical value to explore the application of emotional experience teaching method in high school ideological and political lessons.The emotional experience teaching method runs through the classroom with the factor of "emotion",establishes the emotional bond between students and teachers,and between students and textbook knowledge,stimulates students’ sense of classroom experience and promotes their emotional literacy.However,there are some problems in the application of emotional experience teaching methods,such as insufficient connection between teachers’ emotional involvement and textbooks,low compatibility between students’ emotional resonance and textbooks,and lack of research on students’ emotional expression mechanism in classroom.In this regard,putting forward some countermeasures from the perspective of teachers’ emotional ability,so as to give play to the teaching effect of emotional experience teaching method: Firstly,pay attention to teachers’ own emotional construction.Secondly,enhance students’ emotional resonance in class.Thirdly,dig deep into the emotional implication of teaching materials.Fourthly,create group emotional humanistic care.