Research Of Language Emotion Teaching Strategy In Junior Middle School

Besides its instrumentality, Chinese also has the feature of humanity, so Chinese teaching should not only pay attention to knowledge itself and ignore the emotion. Practice has proved that to go deep into the students’ emotional world to arouse their heart is the inner motivation of learning Chinese.Chinese is a subject with strong sense of humanity, which emphasizes on the personality development of the students as well as encourages them to study positively. Therefore, teachers are required to be good at using emotional strategy to cultivate students’ active and positive emotion which can help them develop harmoniously and improve their Chinese attainment.Started with the Chinese teaching practices in junior middle school, this paper does the Chinese emotional teaching research on the basis of studying emotional teaching theory. In Chapter one, it analyzes the significance of Chinese emotional teaching in middle school. In Chapter two, in order to know the current situation of Chinese emotional teaching, a questionnaire survey and interview on 75 middle school Chinese teachers and 600 students has been made what is more, the reasons have been analyzed: Chinese teachers do not have accurate positioning on emotion in their teaching activities; Chinese teachers do not pay attention to emotional attitude and value when they set their teaching goals; Chinese teachers are lacking emotional education in the process of classroom teaching; middle school students have little interest in learning the Chinese.In Chapter three, it explains the Chinese emotional teaching strategies in terms of teachers, students and teaching materials. Firstly, the leading role of Chinese teachers shall be fully played. As a Chinese teacher, he or she should have professional dedication, keeping positive and happy emotion and improving his or her own quality. Secondly, the dominance role of students should be emphasized by adopting some ways to cultivate, arouse and stimulate their emotion. Thirdly, abundant emotion in Chinese teaching materials shall be fully focused on. Select correctly some moving points in the text and let the students feel it; respect the students’ own understanding on the teaching materials; teachers shall guide and inspire the students to comprehend the emotion in the text; take advantage of those Chinese after-class emotional teaching materials. Fourthly, it analyzes some problems in Chinese emotional teaching. Chinese teaching cannot only focus on emotion but ignore the knowledge teaching; Chinese emotional teaching shall conform to middle school students’ psychological and physical development needs and pay attention to family environment so as to coordinate school and family together; Chinese teachers shall improve self-quality in the process of implementing emotional teaching.It is the writer’s hope that Chinese emotional teaching can be implemented successfully and Chinese teachers can hold the emotion in their teaching flexibly, inspiring students’ emotion, exploring the strategies and means of Chinese emotional teaching in middle school, and improving students’ Chinese attainment comprehensively.