Practical Exploration Of Emotional Education For Left-behind Children In Rural Junior Middle School Chinese Teaching

The "humanity" feature of the Chinese language discipline allows Chinese teachers to penetrate the emotional world of left-behind children in rural areas,and provide emotional education to the left-behind children in rural areas,thereby enriching their emotional world and promoting their healthy growth and happiness.From the perspective of family conditions,growth environment,life situation,especially emotional needs,emotional education of left-behind children in rural junior high schools in teaching is particularly urgent at present.Therefore,from the perspective of Chinese emotional education,this article closely grasps the "humanity" characteristics of the Chinese language discipline.First,taking the left-behind children in rural junior high schools in Xingwen County,Yibin City,Sichuan Province as an example to gain a deeper understanding of the emotional education they received in school,Comprehensive analysis of their emotional status and existing problems.According to investigations and interviews,the emotional care and education of left-behind children in rural junior high schools have not yet really entered the Chinese language classes in rural junior high schools.The reason for this is that: Chinese language teachers in rural junior high schools do not pay enough attention to emotional education,and they do not know how to choose the teaching content and teaching methods for implementing emotional education for left-behind children in rural junior high schools.Based on this,the main task of this study is to establish: on the basis of fully grasping the emotional status and emotional needs of left-behind children in rural junior high schools,based on the emotional education resources in the junior middle school Chinese textbooks,integrating other emotional education resources,focusing on junior middle school language The teaching design and implementation strategies of emotional education are intended to provide concrete and feasible strategies and practical reference for the implementation of emotional education of left-behind children in Chinese teaching in rural junior middle schools.The introductory part of the thesis explains the origin of the topic,the currentstatus of the research,the focus and difficulties of the research,and explains the significance of the research.The first chapter of the thesis focuses on the analysis of the teaching basis for the emotional education of rural left-behind children in junior middle school Chinese teaching.This part is developed according to the two keywords of "value" and "necessity".Firstly,the function of Chinese emotional education is clarified,that is,the value of Chinese emotional education is explored,and then the necessity of the junior middle school Chinese teaching for rural left-behind children to implement emotional education.The second chapter of the thesis investigates and analyzes the emotion and emotional education status of left-behind children in rural junior high schools.This part aims to fully understand the emotional status of children left behind in rural junior high schools and their emotional education in the middle school language teaching.Through investigation,it is found that such left-behind children are generally indifferent,inferiority,depression,loneliness and other emotional phenomena,and there are also problems such as lack of emotional education for learning and absence of family emotional education in school teaching.The paper summarizes and analyzes the causes of these problems: the lack of teachers' emotional education strategies and practices,the lack of parental emotional care in family emotional education,and the limited ability of guardians.In view of the emotional problems of left-behind children in rural areas and the current situation of emotional education in teaching,the third chapter of the thesis studies the implementation strategies of emotional education of left-behind children in rural Chinese teaching in junior middle schools.Combining teaching cases,the thesis proposes strategies for implementing emotional education in teaching.It is believed that these strategies can be composed of three parts: first,based on academic conditions,integrating emotional education resources;second,choosing effective emotional education methods;and finally,designing emotional education teaching plans,Effectively guide the completion of emotional education practice for rural left-behind children.The fourth chapter of the thesis,combined with the teaching strategy thinking of the previous chapter,demonstrates the teaching practice of emotional education forleft-behind children in rural junior middle schools in China.