| For a long time,basic education in our country has a realistic problem of"emphasizing education and neglecting education",emphasizing knowledge training and neglecting personality cultivation.In recent years,the cultivation of non-cognitive fields has become a common pursuit in the education field at home and abroad,the most notable of which is social emotional learning.However,as far as the current education situation is concerned,our country does not yet have the conditions to open an independent course of social and emotional learning in an all-round way.However,as a humanistic subject with rich emotional resources,the Chinese subject,the training of instrumental knowledge occupies the main part of Chinese teaching,which makes it difficult to realize its special educational value.And junior high school students are facing the first choice in life,and they need strong social and emotional abilities to escort them in their future life and study.Therefore,it is of great practical significance to introduce social emotional learning into junior high school Chinese teaching through subject penetration.The thesis is divided into five chapters.The first chapter starts from the opportunities and challenges faced by Chinese subjects and the status quo of Chinese teaching in junior high schools,discussing the necessity of social emotional learning in the junior middle school Chinese.In the context of the latest round of curriculum reforms,the national level put forward the educational purpose of establishing morality and fostering people,and the humanistic value of Chinese subjects is widely valued.At the same time,the advent of the era of artificial intelligence has also led people to pay attention to the role of non-intellectual factors in talent training.Field questionnaire surveys and interview data show that the penetration of social and emotional learning in Chinese subjects is conducive to improving students’social and emotional abilities and learning abilities,but compared with other teaching sections,the penetration of social and emotional abilities in reading teaching needs to be improved.The second chapter mainly discusses the possibility of infiltration of social emotional learning in the junior middle school language from the analysis of the mode of infiltration and the advantages of the infiltration of the Chinese subject itself.Disciplinary penetration mode has the characteristics of concealment,indirectness and diversity,which can break the barriers of disciplines and incorporate new knowledge while ensuring the essence of the original disciplines.Existing social emotion learning courses also have the practice of using Chinese and literature knowledge as the carrier,and have formed teaching methods that are worth learning from.As far as the Chinese subject itself is concerned,its social and emotional ability factors can provide a good environment for social emotional learning.The "Compulsory Education Chinese Curriculum Standards" also reflect the requirements of social emotional learning,and the Chinese classroom is unique.It has the advantage of creating social and emotional learning situations.The third chapter mainly discusses the infiltration strategy of social emotional learning in reading teaching.The humanities theme elements in the reading section of the edited text highlight the humanistic value of the Chinese subject,among which the thematic dimensions of "man and self","man and society","man and nature" and"self-cognition" in social emotional learning The "social cognition" dimension fits and corresponds.Penneating social emotional learning in reading teaching requires attention to the emotional experience in reading teaching,guiding students to perceive the emotional power in the article through context creation,and guiding students to grasp the emotional connotation of the text through detailed exploration.From the perspective of social emotional learning penetration strategies,it can also give new practical significance to situation creation and detailed exploration.The fourth chapter mainly discusses the infiltration strategy of social emotional learning in writing teaching and oral communication teaching.The biggest problem facing writing teaching is the students’ "nothing to say" and "false feelings".Therefore,we must pay attention to the life participation in writing teaching,guide students to understand the world through observation and thinking,recognize themselves in expression and creation,and realize the penetration of social emotional learning in writing teaching.The focus of oral communication lies in cultivating students’ sense of participation and affective attitude,which corresponds exactly to the communicative ability of social emotional learning.It is necessary to strengthen the awareness and cognition in oral communication-in daily communication,students’ communicative awareness should be cultivated through reflective teaching,and in special situations,the students’ communicative literacy should be improved in real situations.The fifth chapter mainly discusses the infiltration of social emotional learning in comprehensive practical teaching.Comprehensive learning takes traditional culture,Chinese life and social reality as the clues of the theme setting,and is fully integrated into the ability training of listening,speaking,reading and writing,and is closely connected with social emotional learning.Activity·Inquiry is oriented to problem-solving and exercises students’ social and emotional abilities through the unit task list.Both of them take practical activities as the main teaching form,so the characteristics of their autonomous activities should be grasped when infiltrating teaching.In the independent cooperation of students,attention should be paid to improving students’ behavioral management ability.At the same time,attention should be paid to the effect of summary feedback on improving students’ emotional cognitive ability.This concludes the infiltration strategy of social emotional learning in comprehensive practical teaching.To sum up,the first two chapters of this article,from the perspective of necessity and possibility,lay a solid theoretical foundation for the infiltration of social emotional learning in junior high school Chinese;the last three chapters deal with the teaching of reading,writing and oral communication in junior high school.Teaching and comprehensive practical teaching to explore specific penetration strategies.It is expected to provide reference teaching strategies for the infiltration of social emotional learning in the junior middle school language,to better play the educational value of the Chinese subject,and to cultivate the social emotional ability of students. |
