Research On The Application Of Empathy Theory In The Teaching Of Literary Works In Senior High School

Literary works often use beautiful language to show the author’s most real emotional experience and thinking about the current era.Carrying out the task group teaching related to literary works is also to awaken students’ awareness of in-depth exploration of the text,find literary phenomena and solve Chinese problems in the process of exploration.In the specific Chinese literature teaching classroom in senior high school,due to the shortcomings of students’ social experience and Chinese experience,teachers often adopt stylized teaching,which leads to the narrow understanding of literary works in the classroom and limits the improvement of students’ thinking.Students’ understanding of the text stays at the teaching level of teachers,does not fully mobilize their own emotional factors,and cannot really resonate with the author.Therefore,the author tries to introduce "Empathy" into the teaching of literary works,and tries to integrate empathy theory with literary appreciation theory,so as to provide a new perspective for the teaching of literary works reading in senior high school.The introduction of this paper explains the origin,significance,literature review,research means and methods of the research.The first chapter first defines the concepts of "Empathy","empathy for literary works" and "empathy in the teaching of literary works in senior high school".The so-called "Empathy" refers to the understanding of others’ emotions and will on the basis of their own inherent emotions and combined with social experience,forming a dynamic psychological process and producing compatible or very similar reactions,so as to realize the cognition of others’ internal state and understand others’ emotional experience.The so-called "empathy of literary works" refers to that readers participate in cognitive and emotional activities under the stimulation of their own social experience and emotion,and form resonance with the artistic conception and characters of literary works.The so-called "empathy in the teaching of literary works in senior high school" refers to the multilateral dialogue process of literary works teaching.Teachers and students,students,teachers and texts share empathy with each other,forming a empathic magnetic field.Empathy is the path of literary appreciation.Empathy teaching is the inevitable requirement of the task group of "literary reading and writing".Reception aesthetics and constructivism are the theoretical basis of"literary empathy".At the same time,the application of empathy in teaching should follow the principles of subjectivity,humanity and real-time.In the second chapter,in order to understand the practical application of empathy theory in the teaching of literary works in senior high school,the author uses the methods of teacher interview and student questionnaire to find that in the teaching process of literary works in senior high school,traditional teaching methods still exist,teachers are dominant,and "empathy" is always ignored.Restricted by learning ability,students’ understanding of the text is at a shallow level and lack of effective communication,resulting in low empathy,so they fail to form an active empathic communication mechanism.Therefore,it is imperative to apply empathy theory in the teaching of Chinese literary works in senior high school.The third chapter puts forward the specific implementation strategies of empathic teaching according to the analysis of the problems and difficulties summarized in the investigation.First,from the perspective of empathy between teachers and students,set reasonable questions,shorten the distance between teachers and students,grasp the learning situation and give timely feedback;Second,from the perspective of empathy between students and students,respect the reality of the text,listen to the voice of peers,analyze the text by using diversified reading modes,and promote the effective communication between students;Third,teachers and students as a reader community enter the text,figure out the text language,combined with life experience,find the coincidence point between readers and the text,stimulate the empathy mechanism,and achieve the ideal reading results of empathy between teachers and students and the text,so as to truly feel and experience the beauty of language,image and emotion of literary works.Taking the relevant teachers’ classroom practice activities as the research model,the author discusses the specific practice of empathy in the teaching of literary works in senior high school from three perspectives: empathy between teachers and students,empathy between students and students,and empathy between teachers and students and text.