Study On Emotional Teaching Strategies Of Junior High School Narrative Prose

Chinese is a fundamental subject with instrumentality and humanity.Due to the effect of test-oriented education,most teachers on the front lines have narrowly interpreted the nature of Chinese curriculum as well as the function of Chinese curriculum evaluation.In the teaching process,they focus on knowledge instruction but ignore humanity,over-reflecting instrumentality of Chinese but neglecting the cultivation of students’ emotional literacy,which leads to the consequence of high points but low EQ.The lack of emotional literacy,solving problems with IQ but not EQ would be harmful to the long-term development of students.Researchers and teachers have realized that this education pattern,emphasizing knowledge but ignoring emotion,is harmful to students and the only way to the all-round development of students is focusing on both emotion and knowledge.Researchers have also realized that emotional teaching has an important value in Chinese teaching.How to study emotional teaching strategies of junior high school narrative prose? How to ensure a successful implementation of this study? These are the questions which teachers have always been puzzled about.Under the guidance of curriculum standard spirit,this paper took current junior high school Chinese textbook of PEP edition as the carrier,based on the practical activity of Chinese teaching,combined laws of psychological development and cognitive of junior school students,and then reached the following conclusion: narrative prose in the current PEP edition textbook selection-system of junior high school Chinese is more abundant,sincere,full and exquisite than other literary forms,emotionally.This narrative prose interacts with humanity of Chinese curriculum,which is the best fit for conducting Chinese emotional teaching.Basing on the course reform,this study focused on the cultivation of all-round developed human,realistic situation of the renewal of PEP edition Chinese textbook,rational collision between narrative prose and emotion teaching,unremitting exploration of personal specialty as well as research significance and other factors.Combining theory with practice,this paper studied emotional teaching strategies of junior high school narrative prose with the methods of literature research,case research and comparative research.This paper is composed of introduction,text and conclusion,including five chapters in total.The introduction part clarifies research significances,objectives,contents as well as methods of this issue.Meanwhile,this part defines the concept of keywords such as “prose” and introduces the research status of emotional teaching of junior high school narrative prose.The text part consists of the remaining chapters.Chapter II counts the selection contents of narrative prose in junior high school PEP edition Chinese textbook and analyzes its characteristics.Chapter III clarifies value pursuit and object location of emotional teaching of junior high school narrative prose.Chapter IV states the main problems consisting in emotional teaching of junior high school narrative prose and analyzes the reasons in detail.Chapter V explores optimizing strategies of emotional teaching of junior high school narrative prose.The conclusion part includes summary,reflection and outlook of this paper,affirming the significances and values of this study.It is hoped that the study on emotional teaching strategies of junior high school narrative prose could be paid due attention.