Huang Xu Zhou Ying College of Teachers, Chengdu University

Abstract: With the gradual deepening of the new curriculum reform in junior high school language teaching classroom, in this context, how to do a good job in junior high school language emotional education has become the focus of attention of many teachers. But on the current new curriculum reform of the actual situation, there are still many problems in emotional education in junior high school Chinese teaching. Therefore, the author put forward relevant measures to improve the situation through the analysis of emotional education in junior high school language teaching problems.

Key words: new curriculum reform; junior high school Chinese; emotional education; measures

Emotional education as the basis of cultivating students’ good ideology and morality has great significance and role, under the influence of the new curriculum reform, junior high school language teaching should focus on emotional education, stimulate students’ interest in learning, cultivate students’ good language literacy, promote students’ all-round development. Therefore, this paper analyzes the emotional education in junior high school Chinese teaching in the context of the new curriculum reform, hoping to improve the quality and efficiency of emotional education in junior high school Chinese.

About the author: Huang Xu, Male, Han Nationality, Native Place: Sichuan Qu county, Birth Date: 1979-8-27, College of Teachers, Chengdu University, Professional title: lectur- er, Master’s Degree, Research Field: Educational principles, moral education. Zhou Ying, Female, Han Nationality, Native Place: Sichuan Deyang, Birth Date: 1995-12-09, College of Teachers, Chengdu University, Master’s Degree, Research Field: Preschool Education.

72 Analysis of Emotional Education in Junior High School Chinese Teaching under the New Curriculum Reform

1. The Concept of Emotional Education

Emotional education is actually a kind of teaching activity that teachers carry out in junior high school Chinese class according to the actual situation of students’ learning and the influence of “junior high school Chinese curriculum standards”. In this process, the most important thing is to reflect the concept of education and teaching, constantly improve the level of students’ learning, and promote the all-round development of students. In junior high school Chinese classroom teaching, teachers can carry out emotional education with the help of some theories and means, and transform their emotions to the students, to promote the harmony and unity of language learning teaching and learning. In order to improve the efficiency of Chinese teaching, emotional education is indispensable, through emotional teaching, it can help students to grasp the knowledge, stimulate interest in learning, and achieve spiritual resonance and emotional consensus with the author. Essentially, emotional education in junior middle school Chinese mainly in- cludes three aspects which are teachers, students and textbooks. According to the requirements of “New Chinese Curriculum Standards”, teachers play a guiding role in the whole process of emotional education. Therefore, teachers should not only have advanced teaching ideas but also have the ability of emotional education. Textbook is the main basis of emotional education, involving emotional color and language and other emotional education content in textbooks[1] . Students are the main body of emotional education activities, whose main emotional functions are shown in learning interest and receptivity, etc.

2. Problems Existing in Emotional Education of Chinese in Junior High School under the Background of New Curriculum Reform

(1) Lag of emotional education Chinese teaching in junior high school has always been influenced by the thought of examination-oriented education, emotional education mainly adopts the teaching method of “imparting”, although the new curriculum reform has penetrat- ed into the junior high school teaching classroom, but it will take a long time to achieve a complete change. And in this context, emotional education is difficult to carry out in Chinese teaching comprehensively, making many junior high school Chinese teachers ignore the importance of emotional education, therefore, the teaching methods of junior high school Chinese emotional education are still rela-

73 International Education And Development Vol.3 No.1 2019 tively lagging behind. (2) Deviation of emotional education Although the emotional infiltration of the new curriculum reform concept in junior middle school classroom has achieved certain results, but there are some teachers who do not realize the real meaning of emotional teaching under the concept of new curriculum reform in junior high school. In the education work, many teachers put emotional education and moral education relatively equal, lack neces- sary communication with students and ignore the students to carry out the actual emotional education work, which lead to a certain deviation existing in the junior high school language emotional education work. (3) Lack of emotional education In the current junior high school language teaching, some Chinese teachers pay too much attention to the display of self-emotion, ignore the guidance of students’ understanding of emotional education and the expression of students’ self-emotion, and focus on the release of students’ emotion, making the current emotional teaching in junior high school language deficient, and the requirements of the new curriculum reform there are great different, which makes the current junior middle school Chinese emotional teaching have certain deficiencies and have great differences with the new curriculum reform requirements.

3. Relevant Measures of Chinese Emotional Education in Jun- ior High School under the Background of New Curriculum Reform

(1) Teachers should clearly recognize their own orientation and strengthen communication with students In the traditional Chinese teaching, teachers have always been the absolute “master” of the classroom, in the organization of classroom teaching, and not real- ized that students are the real “master” of the classroom. However, with the ad- vancement of the new curriculum reform, teachers should actively change the orientation of the classroom, from the “leader” to the “guide”, respect the students’ dominant position, establish a good relationship between teachers and students, and promote students’ learning and development. Teachers who want to adjust the relationship between teachers and students in the classroom, can try to establish a friendly relationship with students, have a general understanding for the character, family and academic performance of class students, enhance communication with

74 Analysis of Emotional Education in Junior High School Chinese Teaching under the New Curriculum Reform

students after class, and should stand in the perspective of students to think more, so as to solve the problems in learning, to enhance the relationship between students and teachers and to improve students’ self-confidence in learning. (2) Creating problem situations to stimulate students’ enthusiasm for learning Interest is the key for students to learn Chinese well. In order to effectively carry out emotional education in junior high school Chinese, teachers should create excellent problem situations for students, constantly stimulate students’ enthusiasm for learning, break students’ traditional thinking set, change the situation of the problem and promote students’ thinking innovation[2] . For example, in explaining Zhu Ziqing’ s “Spring”, teachers can use the “straight-to-the-point” teaching method, can directly ask the students what is “Spring”? “What on earth does spring look like to you?” By creating questions and letting students think independently, we can not only enliven the atmosphere of Chinese classroom, but also diverge students’ thinking and stimulate emotion. At the same time, it can also promote students to think intuitively, ask more questions related to the content of the text, bring students into the classroom, improve students’ thirst for knowledge and improve the quality of education and teaching. (3) Stimulating students’ emotion through emotional reading aloud Active Chinese teaching classroom needs teachers to encourage appropriately, needs certain words and material incentives. In order for students’ emotions to be expressed naturally, Improve the humanistic feelings of Chinese classroom, teachers can lead students to read the text with emotion, such as learning Ma Zhiyuan’ s “Tianjingsha · Qiusi”, which is full of poetic and picturesque article, the teaching goal requires students to read the ancient poetry with emotion, feel the sad feelings of the poet wandering elsewhere. The process of reading is actually the process of cultivating emotions. By reading ancient articles with emotion, the distance between the author and the reader can be narrowed, the reading horizons of students can be expanded, and the reading experience of students can be deepened. For example, when learning “leap soil”, teachers can play some appropriate background music when students read the text aloud, so that students can quickly enter the text in the background music, perceive the thoughts and feelings of the article, and experience the corruption of the society at that time and the estrangement between Lu Xun and leap soil.

75 International Education And Development Vol.3 No.1 2019

(4) Constructing a good atmosphere of emotional learning Creating a good atmosphere of emotional learning in the junior high school language teaching work can effectively improve the effect of emotional education in junior high school language. Because junior high school language teaching content is more, and there are some differences between the theme of each plate. Therefore, in the teaching process, teachers can appropriately create different emotional atmosphere for students, so that students can be in an emotional atmosphere to perceive the thoughts and feelings conveyed by the article, so that students can have emotional resonance with the author[4] . At the same time, in the process of learning the text, teachers can also guide students to contact the events in life and experience the feelings of the article. For example, in learning Zhu Ziqing’ s “back” lesson, teachers can guide students to contact their fathers between the story of sublimation emotion, so as to create a good emotional environment for learning the text.

Besides contacting life scenes, We can also use multimedia teaching technol- ogy to create emotional atmosphere, multimedia teaching methods can help students to experience the ideological content expressed in Chinese texts, and reproduce the scenes in texts by using voice, pictures, animation videos and other ways, so that students can more intuitively understand the ideological and feelings conveyed in texts. For example, when learning “Farewell Cambridge”, teachers can use multimedia to reproduce Cambridge’ s situation, assist in the form of animation, and play some background music, create a good teaching situation and an emotional teaching atmosphere for students, so that students can deepen their emotional experience in the teaching situation.

4. Conclusion

Under the background of the new curriculum reform, Chinese emotional education can greatly improve the quality of Chinese teaching in junior high school, promote the sublimation and cognition of students’ emotion, and promote the all-round development of students. Under the background of the new curriculum reform, Chinese emotional education can greatly improve the quality of Chinese teaching in junior high school, promote the sublimation and cognition of students’ emotion, and promote the all-round development of students. Therefore, in junior high school Chinese emotional education, teachers should respect the students’ subject status and emotional experience according to the requirements of the new curriculum reform, formulate scientific and reasonable emotional education meth-

76 Analysis of Emotional Education in Junior High School Chinese Teaching under the New Curriculum Reform

ods, take effective emotional education methods, and constantly improve the level of Chinese emotional teaching. Improve students’ language literacy, achieve the expected requirements of the new curriculum reform of junior high school language emotional teaching, and strive to achieve the highest level of junior high school language emotional education.

Works cited [1] YAN Hongxi. ‘Research on emotional education in junior high school Chinese teaching under the reform of education system–Taking the junior high school Chi- nese textbook published by Beijing Normal University as an example’. Xue Zhou Kan, 2017 (11): 154-55. [2] Guo Changbao. ‘How to give students the best emotional education in junior high school Chinese teaching’. Educational Modernization, 2016, 3 (22): 127-29. [3] WANG Ali. ‘Analysis of emotional education in junior high school Chinese teaching based on the new curriculum reform’. China Extracurricular Education, 2016 (17): 111 +79. [4] TIAN Yongli. ‘On emotional education in junior high school Chinese teaching under the new curriculum–Taking junior middle school Chinese textbooks published by Beijing Normal University as an example’. China Extracurricular Education, 2016 (08): 116. [5] WANG Tong. ‘Attaching importance to subject emotion penetration and enriching students’ humanistic feelings–A brief discussion on emotion education strategy in junior high school Chinese teaching’. Huaxia Teacher, 2016 (01): 44.