Secondary Language, Emotional Education, The Teaching Of Reading

The Chinese language is a special tool of conveying information and feeling. It involves profound thinking and connotation. Therefore, as far as the Chinese language teaching is concerned, it requires more in-put of emotion of the teacher, comparing with that of the other courses. Since the text itself is full of emotion, if the teacher is as cold as a marble, how can he or she affect the students? If not, neither moral education nor linguistic practice can achieve the expected effect. Actually, the textbook of the Chinese language itself is quite sentimental, as it is composed of articles with the beauty of nature, of society, of art, of morals and of life. All these articles, without exception, are selected works from masters both home and abroad, and they are the fruit of the authors'passion that has burst out naturally. The important task of the teacher of the Chinese language is to be a guide to the students in a world of beauty and helps them to appreciate it. Thus, in the Chinese language teaching, the teacher should catch hold of the running emotion that is expressed between the lines. In this way, it is vivid and life-like figures instead of abstract and dull Chinese characters that are formed in front of the students. That is why emotional education is regarded as the soul of the Chinese language teaching.The essay is divided into five parts: preface; the varied, proper and profound emotional factors in the teaching of Chinese reading comprehension; the process of emotional education and its model construction in the teaching of Chinese reading comprehension; means of improving emotional education in the Chinese language teaching; evaluation of emotional education in the Chinese language teaching; consideration and suggestions on several problems existing in emotional education of the Chinese language teaching.Chapter one deals with the connotation, meaning and value of emotional education in the Chinese language teaching and introduces briefly three basic theories: physiological theory on how emotion occurs; cognitive theory on the establishment of emotion; motive theory on the sprouting of emotion. Chapter two elaborates the varied, proper and profound emotional factors in the teaching of Chinese reading comprehension from three dimensions: editors of the teaching materials, teachers and students.Chapter three is about the cultivating of a favorable reading atmosphere, establishing a process with the students to explore the text into the aspect of emotion, enhancing emotional communication between teachers and students through reading aloud, promoting the students'emotional experience creatively, and setting off students'emotional nerve in the combination of reading and writing.Chapter four discusses means of emotional education in bettering the Chinese language teaching, through the illustration on carrying on the typical teaching method of emotional education in the traditional Chinese language teaching and introducing and learning from the advanced methods which help the development of the emotional education of the Chinese language teaching.Chapter five talks about evaluation of emotional education in the Chinese language teaching, taking into consider three-dimensional subjective of the new curriculum criterion.Chapter six provides some suggestions and consideration on several problems existing in emotional education of the Chinese language teaching...