| The main purpose of recent Chinese Teaching in middle school, especially insenior high school, is to deal with College Entrance Examination. In order to gethigh marks，teachers strengthen the basic knowledge and answering skills ofstudents again and again. However, as for students’ emotional experience, it ismerely touched. This is a big mistake for our Chinese Teaching indeed. Theessence of Chinese Teaching is to dig out the rich emotional connotations insidethe texts to the uttermost. Only if the students achieve emotional resonance canwe achieve the goal of touching people by feeling，teaching people by sensing.Therefore, it is necessary and urgent to have a research on the emotionalexperience among Chinese Teaching. On the domestic academic periodicals,many experts and teachers have deep analyses and discussions about emotionalexperience with different focuses, which benefits us a lot.As a teacher on the rfont，I am devoting myself to the attempts and researchof emotional experience teaching over the past ten years. As a result, I acquiredrfuitful cases and accumulated a lot of experiences. In addition，further educationin the college in the past three years relating to pedagogies and psychologiesmakes my research more reliable. It is not only possessing the theoreticalguidance but also tempered with sparks of thought in practice. The biggestdifference rfom other researchers is that I apply the psychology based on moodand sentiment theories to study the emotional experience of Chinese Teaching,which makes the conclusion more persuasive. Besides, according to my teachingexperience, I summarize more than ten kinds of strategies and methods in the emotional experience teaching. Due to these, my research has higher practicalvalues. Last but not least, I also have an ultimate discussion about the end-resultof the emotional experience teaching. Instead of remaining on the only layer ofemotional experience, it explores to the flirt her and deeper place—Rationalend-result. Although the research is not matured enough, at least it tends to. Thepaper consists of three parts:Chapter1: Introduction. This chaptcr talks about the purpose of this subject,how it comes rfom and what direction should be settled.Chapter2; Emotional experience of middle school Chinese Teaching. Thischapter firstly analyzes the connotations of emotional cxpcricncc, and thendiscusses the close relations between emotional experience teaching andquality-oriented education. Lastly it analyzes abundant emotion factors in thetextbook. Sincc it is obvious to know the direct emotional factors，it focuses moreon the exploration of invisible emotional factors.Chapter3; Strategies and Methods of emotional experience teaching. Thischapter is based on the facts. Rcspcctivcly, from different angles of teachersthemselves, communication between teachers and students, teaching contents andteaching formats, it supplies twelve kinds of exercisable methods by a lot oftheories and cases. Finally, it discusscs the cnd-rcsult of the emotional cxpericnccamong Chinese Teaching. |
