Middle School Chinese Situational Teaching And Students’Emotion Education

Chinese is a humanities course, fostering the students’ humane attainments, focusing on students’ affective education, Chinese, this discipline has its unique advantage. In the new curriculum standards, like basic knowledge, attitudes and skills also have been incorporated into the three-dimensional objects in curriculum of Chinese, and have coequal and important place. A lot of teaching theory, such as the attempt teaching method, situational teaching, also paid great attention to the cultivation of students’ emotion. However, what is the current situation of the emotional education in practical teaching? In our Chinese teaching how to better the situation establishment and training students’emotions? This article will meet the goal stated above, based on the situated teaching method as an example, combining with the reality, and on the basis of data analysis, respectively, from the Chinese writing, oral communication, reading situation of emotional education put forward my own opinions, views, and gives suggestions on the improvement of emotional education.Except the conclusion, this article can be divided into three parts. The first part is in front of the preface and the first chapter, mainly from the perspective of the theory of situational teaching and emotional education connotation and significance. The second part is the second chapter, it mainly through empirical study, Analysis of present situation of Emotion education in middle school Chinese teaching. The third and the fourth and the fifth chapter is the third part, from the middle school teaching of Chinese three major teaching models to explain the problems and coping strategies of emotion education. Each chapter of the content, concrete analysis is as follows.The preface combines Chinese context and emotion and the relevant theoretical study, illustrates the situation and emotion education theory, The first chapter respectively from the emotional education on students’knowledge teaching and on the development of education value dimension to emphasize the emotional education in language teaching, The second chapter through the investigation and analysis, to reveal the current situation of the middle school language emotion education, The third, the fourth, the fifth chapter separately from the reading teaching, writing situation teaching and oral communication situation teaching to illustrate emotional education. The three chapters are the core, in the three chapters the author gives the psychology foundation of reading teaching and composition teaching situation and communicative, combined with the requirements of the curriculum standards, through teaching case, gives three kinds of strategy and suggestion in teaching form of emotional education.