Without love, there is no education, and love is the emotional basis of educating students. Ideological and moral course is to educate people's thoughts. Without the input of love and emotion, the teaching of ideological and moral course cannot be carried out. Therefore, ideological and moral lessons should be based on emotional input and love. Loving this kind of emotional education can not only improve the efficiency of classroom teaching, but also return the real value of ideological and moral courses, so as to truly meet the requirements of quality education.

Keywords: love; Emotional education; Ideological and moral course

We can't live without love. For education, love is also indispensable. Makarenko, a Soviet educator, said, "Without love, there is no education." A good life is aroused by love and guided by knowledge. From this perspective, the beginning of a better life for students is in the hands of our teachers. The efficiency of education is not the sum of teachers' efficiency and students' efficiency, but the product of them. Any one of them is zero, and the result must be zero. Numerous facts show that a healthy, harmonious and friendly relationship between teachers and students can make teachers and students feel safe and happy, which is of great significance to improving the effectiveness of education.

Some education peers complained: "The ideological and moral course is not good." Many students also complain: "Ideological and moral lessons are not easy to learn." In fact, this is because I didn't grasp the main contradiction and find the key to a good ideological and moral course in junior high school. To have a good ideological and moral course in junior high school, a magic weapon to win is to love your students, make love a habit, and let students "love" you through subtle influence. If we find this breakthrough, students will feel that ideological and moral courses are easy to teach and students will feel eager to learn. This kind of love is the emotional basis of educating students. Once students realize this kind of emotion, they will "kiss their teachers and believe in their way." This kind of emotional education can not only improve the efficiency of classroom teaching, but also make the ideological and moral lessons return to the real value, thus truly realizing the requirements of quality education.

First of all, love and emotion education plays an important role in junior high school ideological and moral education.

(A) the emotional education of love is conducive to the establishment of a harmonious relationship between teachers and students.

Emotion is the foundation of education and the bridge between teachers and students. In the process of education, the strongest and deepest emotion is the teacher's love for students. Teachers' love for students is different from ordinary "love" or "maternal love". It is a kind of fraternity with clear social purpose and stable characteristics, so it plays a huge role in mutual adjustment in education. In the teaching of ideological and moral course, teachers are the dominant and students are the main body. Teachers' "teaching" is for students' "learning". If the teacher "projects" the feelings of loving students into the hearts of students, there will be a soul mate experience between teachers and students. The emotional consistency between teachers and students will cause "resonance" and "resonance" in the hearts of both sides, which will make students expect and feel close to their teachers, and the relationship between teachers and students will become more harmonious. The results of psychological research show that the education given during the emotional "resonance" and "resonance" period between teachers and students has the strongest acceptability and the best educational effect. This is what we often say, being reasonable is being reasonable. This harmonious relationship between teachers and students is the emotional basis for our ideological and moral teaching, which plays an important role in improving the efficiency of classroom teaching.

(2) Emotional education of love is conducive to stimulating students' interest in learning.

Suhomlinski said: "One of the most important tasks of teachers is to keep the gunpowder of any soul from being ignited." Teachers should kindle students' hearts with love, treat every student with love and appreciation, appreciate praise more, and avoid abuse and blame, so that your respect, understanding and care can shine on every student like sunshine. This kind of emotional education can effectively use students' psychological tendency, stimulate students' potential positive factors, and make them move towards the expected goal. The reason why this feeling of love has an impact on students is the reaction of recognition and internalization. The basis of identity lies in attraction, which is mainly manifested in interest in learning. Interest is the emotional expression of understanding needs, a positive learning attitude and the internal motivation of learning. The motivation of students' learning determines the activities and direction of students' learning, thus determining the quality of students' learning. In the teaching of ideological and moral course, teachers and students feel empathy and get close to each other, and students' interest in learning will arise spontaneously, reaching the realm of "loving their teachers and believing in their teaching".

(3) Emotional education of love is conducive to cultivating students' good moral quality and behavior habits.

Because teachers have the most contact with students and their images are concrete, their personality charm undoubtedly plays an exemplary role for students, and the power of example is endless, which will urge students to consciously standardize their words and deeds according to the requirements of teachers, correct mistakes and deficiencies in time, and constantly improve themselves. This emotional model of teachers is a concrete reference for students' behavior, which requires students to reflect on teachers' words and deeds, so as to internalize teachers' personality strength into their own behavioral qualities. Confucius said: "His body is upright and he goes without orders; He is not quite right, although he can't do it. " If the teachers in the ideological and moral class will only use those boring and empty sermons to educate students, and will only follow the script and care about the students' test scores, there will be no personality charm, students will not be encouraged to examine their own souls, and their virtue will not be measured by living moral standards, which will only make students have rebellious psychology. At this time, not only will the teaching results fail, but it will make the students more rebellious. What is more serious is that the students will only focus on their academic achievements and ignore the cultivation of moral quality. This is contrary to the goal of quality education, and it also makes the teaching of ideological and moral courses lose its real meaning. Therefore, teachers of ideological and moral courses should use the emotion of love to inspire students in ordinary teaching, and love can deeply imprint teachers' good qualities on students' thoughts and behaviors.

Second, the application of emotional education of love in the teaching of ideological and moral courses in junior middle schools

Compared with other subjects, the teaching of ideological and moral course is not only to let students master knowledge points, but more importantly, to educate students, cultivate good moral quality and behavior habits, and establish a correct world outlook and outlook on life. This kind of ideological education for people, if there is no love and emotional input, there is no way to carry out ideological and moral education. Therefore, ideological and moral lessons should be based on emotional input and love. Lenin said: "Without human feelings, there will never be anyone's pursuit of truth." Then, how to strengthen the emotional education of love to improve the teaching quality in the teaching process of ideological and moral courses? I think we should start from the following three aspects:

(A) the use of modern information technology to narrow the distance with students and make friends with students.

Love can narrow the distance between teachers and students, but love can only play a role if it finds a carrier. 2 1 century is a century of rapid development of science and technology. Of course, the ideological and moral education in the network era needs the media of network information technology, among which Tencent QQ and Sina Weibo are the most used by students. As an ideological and moral teacher who keeps pace with the times, these two communication tools must be learned, and they can serve as a good bridge between teachers and students. I am deeply touched by this.

Four years ago, I took over the new Class 5, Grade 2. At the beginning, students had a lot of discomfort with me, mainly in teaching methods and daily communication. The students in this class are used to the former teachers' teaching methods and ways of getting along with each other, but I don't like them very much, and even have a little resistance to them. Although many methods have been used, they have failed to get into the hearts of students, and their grades have been stagnant. Later, when I heard my classmates talking about QQ during class, I suddenly had a brainwave and thought that the teacher's most powerful "weapon" was emotional infiltration and encouragement. In order to make good use of this weapon, I secretly inquired about the QQ group of this class, joined the group after work, looked at the chat records of the students, understood the ideological status of the students, and listened to their true inner voices. In QQ group, I have equal status with students. I communicate with students as a friend, tell them some of my thoughts and share my happiness and sadness with them. After a week of QQ group communication, the students began to accept me slowly and open their hearts to talk with me. Through communication, the students know my good intentions towards them, realize my love for them, and the feelings between teachers and students are growing day by day. This power of love is also reflected in "learning from the teacher" and condensed into a strong centripetal force. In the usual teaching, students and I have become very tacit, and the class is very active and serious. I am considered a good teacher in my class, and I admire and support me. Treat me as a good friend after class, talk to me about everything and appreciate each other. Through the unremitting efforts of each other, Class 5, Grade 2 has changed from the penultimate one in the grade I just took over to the first one in the grade, carrying out achievements and competitions, and has become a veritable civilized class. Modern information technology has built a bridge for me to communicate with students, which makes me closer to students in action and psychology, and naturally makes me more attractive and persuasive in teaching.

(B) humor into the classroom to create a harmonious and democratic classroom atmosphere.

Introducing humor into the classroom is the lubricant of effective teaching, as educator Svetlov said: "Humor is the most important first assistant of educators." Proper use of humorous art can make the teaching atmosphere more vivid and relaxed. A harmonious and democratic classroom atmosphere can keep students' mood in a positive state all the time, increase students' learning motivation and interest, and generate effective motivation for continuous progress. Therefore, in classroom teaching, teachers should transform their external authority into internal authority, and create an internal friendly personality image with profound knowledge and noble teachers' morality as the core, so that your education will be accepted by students. At the same time, it is necessary to establish a resource sharing partnership between teachers and students, that is, teachers are not "professors" from top to bottom in education, but feel with students and subjectively "share" their moral concepts that have not yet been established.

All my classmates in the ideological and moral class like it. The reasons are as follows: students think my speech is humorous and the pressure of ideological and moral class is too great; I will insert all kinds of vivid and typical examples in class, and the knowledge points are easy to remember; I communicate with them like friends in class and feel respected; I think I love and care about them very much ... So, to make your ideological and moral class icing on the cake and get twice the result with half the effort, you need to introduce humor into the classroom and establish a harmonious and democratic classroom atmosphere.

(3) Respect and tolerate students and do a good job in transforming underachievers.

If you love students, you should respect them, be strict with them and protect their self-esteem. Students are extremely sensitive to the evaluation given by teachers, and they must never embarrass a student in front of the whole class or everyone. This is especially true for underachievers, who need more respect and care from teachers. At home or at school, underachievers are often criticized and punished, not praised and encouraged. Therefore, they are often emotionally opposed to teachers. They tend to be sensitive and alert, and often think that teachers despise and exclude themselves, so it is difficult for teachers' teaching to take effect on them. Teachers should use enough patience and love to influence underachievers, help them find their hidden and distorted advantages and strengths, and let them feel the love and respect of teachers. Only by eliminating the gap can the underachievers be more willing to accept the teachers' teaching and suggestions and try to correct their shortcomings and mistakes. It can be seen that in the transformation of underachievers, it is teachers' sincere love and respect for students that harmonizes the relationship between teachers and students, thus laying the foundation for effective teaching.

I once met such a student. His grades and performance are poor, his relationship with his parents is very bad, and he is hostile to his teachers. In an ideological and moral class, he ate openly in class, and I confiscated his snacks. Not convinced, he deliberately made a noise in his seat and said to me, "crazy!" " "The whole class looked at me as if waiting for me to break out. At that time, I restrained myself very severely. For such a stubborn and impulsive student, if I insist on going with him, it will definitely get out of hand. Not only will the class not go on, but the relationship between teachers and students will further deteriorate. I turned a deaf ear and went on with my class. After class, I wrote a letter and put it in his schoolbag. The general content of the letter is to tell him that the teacher cares about him. I didn't criticize him in public to respect him and let him know that respect is mutual. The next day in class, I saw that his eyes were not as hostile as before. I pay close attention to him in every class, or go to him and pat him on the shoulder or touch his hair with my hand, so that he feels that the teacher has always cared about him. As long as he handed in his homework, I would write a few words of encouragement in his exercise book and chat with him in my spare time. Gradually, he realized my respect, tolerance and concern for him, showed less rebellion and became more active in learning. Later, he took the initiative to make a review in class, admitted that it was wrong to eat in class, and solemnly apologized to me. Through hard work, he improved 20 places in the final exam and tasted the joy of success for the first time. In order to encourage him, I made him a member of my disciplinary Committee. He did a good job and managed the class in order.

In addition to respecting students, teachers should also learn to tolerate students. Teachers should learn to tolerate and understand students' occasional mistakes and give them opportunities to improve themselves. This is not only an understanding of students, but also a respect for students. Teachers' tolerance not only leaves them room for thinking and understanding, but more importantly sends them warm encouragement and expectation. Of course, tolerance is by no means not criticizing, but that criticism should pay attention to scale and purpose; Tolerance is not equal to laissez-faire, but to be targeted. After tolerance, teachers should seriously understand it, reason, let it be moved by emotions and become the motivation for students to move up.

In short, the teacher's love will have a profound impact on the students' hearts. Teachers should sow the seeds of love in students' hearts and let it take root in students' hearts. If love is compatible with the soul and makes love our educational art, we will be pleasantly surprised to find that the breeze blows willow green and the drizzle makes a little red. Make love a habit. This kind of educational art of ideological and moral teachers is like a good book or a good movie, and its potential personality strength can affect a group or a person's life.