Research On Emotional Education In Chinese Reading Teaching In Junior Middle School

Emotional education plays an extremely important role in students’ cognitive development,sound personality,and maintaining healthy psychology.Entering the fast lane of physiological and psychological development for middle school students is a crucial period for shaping their correct values and cultivating their emotional qualities.Professional and efficient emotional education can provide middle school students with rich emotional experiences,help them form a healthy psychological state,cultivate mature and sound emotional qualities,and shape positive and upward values.Therefore,emotional education plays a crucial role in the growth of middle school students.The Chinese language curriculum is not only a subject with instrumental attributes,but also plays a role in cultivating students’ humanistic literacy.Recitation is an effective way to externalize students’ inner emotions,and recitation teaching is irreplaceable for students’ emotional development education.However,there are many problems in the promotion and implementation of recitation teaching and emotional education in junior high school Chinese classes,and the current teaching situation is not optimistic.Students’ recitation only stays at the literal level,lacking understanding of the emotions behind the text,and even more unable to express their emotions through recitation.Most teachers stop at the level of being able to read texts and initially feel emotions in teaching,without providing in-depth emotional education to students,and failing to fully utilize the value and practical significance of recitation teaching.Recitation is the reshaping of spoken language,which is a language art in which the speaker combines their rich emotions to accurately present the profound connotations behind the text.Since ancient times,recitation has played an important role as a way of language expression in expressing emotions,promoting excellent culture,and enriching people’s spiritual world.The junior middle school stage is also a critical period for students to construct language patterns,form language habits and develop emotions.Recitation plays an indispensable role here.Based on this,this article aims to analyze and solve the problems of emotional education in the implementation of recitation teaching,with the purpose of emotional education in junior high school Chinese language education and the use of recitation teaching as a means,to make up for the insufficient and misplaced emotional education in junior high school Chinese language education.In combination with the content of the junior middle school Chinese textbook compiled by the Ministry of Education,this paper proposes the teaching improvement strategies of emotional education for the junior middle school Chinese recitation teaching,and strives to bring some guidance and inspiration to teachers’ teaching.This article is divided into five major parts.The first part is an introduction,briefly explaining the origin,current situation,significance,ideas,and methods of the research.The first chapter elaborates on the core concepts and theoretical foundations of emotional education in middle school Chinese recitation teaching.Clarified the connotation and characteristics of emotional education in junior high school Chinese language,as well as the meaning and characteristics of recitation teaching in junior high school Chinese language.Introduced the theoretical basis of education and psychology for emotional education and recitation teaching,discussed the mainstream theories of emotional education,and provided theoretical support for the strategy of emotional education in junior high school Chinese through recitation teaching.In Chapter 2,the author conducted a questionnaire survey on students and Chinese language teachers in a junior high school in a certain city,and conducted a detailed analysis of the survey results.The third chapter analyzes and discovers the problems in recitation and emotional education in middle school Chinese language in the area.Teachers have a strong utilitarianism in emphasizing knowledge,neglecting emotions,and taking exams;Lack of recitation and emotional theory learning,weak learning initiative,and lack of learning practice;Insufficient exploration of emotional materials in textbooks;Lack of specific teaching methods,difficulty in awakening students’ emotions,and other issues.The improvement of students’ academic performance due to recitation and emotional development is not significant;Lack of knowledge in recitation,low level of recitation;Insufficient internalization of emotions in the text,difficulty in reciting and externalizing,and other issues.The school has a single assessment and evaluation system;Lack of emotional education and recitation training for teachers;The lack of abundant school activities and other issues.In response to the above issues,the author attempts to propose improvement strategies for the application of recitation teaching in junior high school Chinese emotional education in Chapter 5.Corresponding improvement strategies are proposed from three levels: teacher ability improvement,student ability improvement,and school improvement.At the teacher level,the first step is to establish a comprehensive development concept and optimize classroom time allocation;Secondly,active learning and active practice should be taken to improve the level of specialization;At the same time,it is necessary to deeply explore the emotional materials in the textbooks and design efficient lesson preparation plans;Finally,use various teaching methods to stimulate students’ inner emotions.At the student level,the first thing to focus on is to realize one’s emotional value through one’s own emotional experience;Secondly,strengthen the learning and application of recitation to improve the level of recitation;Finally,enhance one’s emotional transformation ability towards the text.At the school level,the first step is to optimize the assessment and evaluation system;Next,effective training should be organized;Finally,a rich school level emotional recitation activity should be held to promote the development and effective externalization of students’ emotions.In the future junior middle school Chinese teaching,we should further increase the importance of emotional education guidance.In the practice of junior middle school Chinese teaching,we should explore the scientific methods and effective strategies of emotional education,so as to enable the healthy growth and comprehensive and comprehensive development of students.To achieve this goal,we need to take root in the forefront of education and teaching,boldly explore,deeply experience,and think attentively.I hope to help frontline teachers and also hope that recitation teaching can inject strength into emotional education in middle school Chinese language,so that emotional education can cultivate people’s souls.