The Exploration Of Emotional Teaching In Chinese Class Of Primary School

There is always a contradiction between cognition and emotion in classroom teaching.From three-dimensional goals to core literacy,curriculum reform pays more and more attention to the deep integration of emotional goals and cognitive goals,so as to better cultivate students' ability and character.In today's information age,the acquisition of knowledge is convenient,fast and efficient,but people's emotions are nowhere to be placed.This requires our education to cultivate students' emotional ability and help them live happily.Therefore,primary school Chinese teaching should not only cultivate students' Chinese ability,but also cultivate students' positive emotional attitude and stable emotional quality.This research takes the emotional classroom teaching of primary school Chinese as the research object,and the research content mainly includes the following four parts:The first part,introduction.This paper expounds the theoretical and practical significance of this study,and summarizes the development of emotional teaching through literature review.The second part is the rational thinking of emotional classroom teaching in primary school.Through the literature research,it reveals the connotation of emotional,emotional teaching,emotional classroom teaching and Chinese emotional classroom teaching respectively,and combs out the theoretical basis of this study.The third part,the characteristics and models of emotional classroom teaching in primary school Chinese: Taking "firefly" as an example.Taking the famous super teacher and the founder of situational education theory,teacher Li Jilin's firefly as an example,this paper analyzes and summarizes the characteristics and models of emotional classroom teaching in primary school Chinese.The first step is to summarize the local characteristics of emotional classroom teaching through classroom case analysis,which are teachers' teaching language characteristics,non-verbal behavior characteristics,students' emotions that teachers pay close attention to at all times,building a democratic and equal learning atmosphere,emotional processing of teaching evaluation,silent transmission of values,and various ways to create a harmonious aesthetic classroom situation.The second step starts from the whole case,and analyzes that emotional classroom teaching can produce an emotional field and play an active role in teachers and students;emotional classroom teaching is also an ecological classroom teaching.By building an emotional classroom teaching model,we find that the key factors of emotional classroom teaching students' state balance point to teachers' emotional teaching ability and teachers' educational concept,The emotional quality of students will be improved with the improvement of teachers' emotional teaching ability,and with the improvement of teachers' correct educational concept,they are in a dynamic and balanced ecosystem.The third step,according to the above analysis content,combing out the emotional classroom teaching implementation suggestions,so that the next chapter of practical exploration.The fourth part is the exploration of emotional classroom teaching practice in primary school: Taking "the foot of the mountain tiger" as an example.The author takes "the foot of the mountain tiger" as an example to conduct teaching practice and reflection.Summarize the changes brought by emotional classroom teaching,share the successes in teaching,and reflect on the deficiencies in teaching.Generally speaking,emotional classroom teaching in primary school Chinese can put emotional teaching into practice.Its emergence can bring positive emotional experience to both teachers and students,and make students enjoy learning and teachers enjoy teaching.However,its development requires teachers to constantly improve their emotional teaching ability and update the educational concept.