A Study On Emotional Education Of Ancient Poems In The Unified Edition Of High School Language

Ancient poetry is the essence of literature and art,and the treasure of China’s excellent traditional culture.It infects every generation of Chinese children with its profound thoughts,rich emotions and unique charm.As a humanistic and instrumental subject,language should also focus on students’ emotional experience while cultivating their thinking skills.At present,there are still many problems in the emotional education of high school ancient poetry,so this study takes emotional education as the starting point,investigates the current situation of teaching and analyzes the causes,at the same time,based on the actual teaching situation,proposes specific strategies for emotional education of high school ancient poetry,designs teaching cases of emotional education of ancient poetry,and then summarizes the implementation ideas of emotional education of high school ancient poetry.In addition,this paper attempts to nourish students’ hearts and cultivate their emotional awareness from the level of emotional education,and to give play to the positive role of emotional education in teaching ancient poetry.The first chapter of this paper discusses the concept and theoretical basis of emotion education in high school ancient poetry.The connotation of emotion and emotion education is defined.At the same time,the theory of aesthetic pedagogy,the theory of language education psychology and the theory of emotion education are used as the basis to provide reflections on the emotion education of high school ancient poems.Chapter 2 conducts the feasibility analysis of high school ancient poetry emotion education.Based on the requirements of the high school language curriculum standards and the characteristics of high school students’ emotions,the content of emotion education in both national and personal emotions is summarized,and the importance of emotion education in ancient poetry is analyzed in terms of traditional culture,aesthetic sensibility,life perception,empathy,and literacy,so as to demonstrate the feasibility of emotion education in teaching ancient poetry in high school.Chapter 3 focuses on the investigation and problem analysis of the current situation of high school ancient poetry emotion education.A combination of questionnaire survey method,interview method and practical observation method is used to summarize the current status quo in high school ancient poetry emotion education,and analyze the status quo and its causes in terms of students’ learning motivation,emotional concern,classroom participation and teachers’ emotional awareness,teaching methods and teaching contents,respectively.Chapter 4 explores the teaching strategies of emotion education in high school ancient poetry.In view of the current situation of emotional education of high school ancient poems,five aspects are explored from creating a contextual atmosphere,synthesizing various teaching methods,appreciating appreciation methods,linking appreciation,and perceptual exploration,combined with specific teaching cases,in an effort to integrate theoretical and emotional levels in the process of implementing emotional education of ancient poems,strengthen teachers’ emotional awareness,and nourish students’ hearts and minds.Chapter 5 puts the theory into practice by selecting "The Book of Wrath" and "Yu Beauty"(When will the spring flowers and the autumn moon be over?)for a case study of emotion education,testing the teaching strategies proposed in this paper from a practical perspective and outlining ideas for implementing emotion education in high school ancient poetry.