Over the past few years, I have established an emotional education system based on the psychological characteristics of children, insisting on taking the classroom as the center, integrating lesson preparation, in-class and extracurricular activities.
Dig deep into teaching materials and explore emotional factors. Grasping the emotional factors in teaching materials comprehensively and accurately is the premise of emotional education. When teachers go deep into textbooks, they should proceed from the reality of textbooks and handle the relationship between inclusion and revelation. The so-called "containing" refers to those contents in the text that seem easy to understand, but in fact have profound implications and strong feelings. It requires teachers to grasp the full text, sort out the clues of the full text, and focus on the relationship between the part and the full text, so as to explore the internal meaning of the article. "Lu" refers to what is clearly written in the text, and the emotions are clearly exposed here.
Teachers should be good at discovering and understanding the emotions contained in "dew" through their perception, so as to achieve the best educational effect of understanding the truth with emotion.
The article "Little Elephant in Bangkok" in Grade Three vividly reproduces the profound friendship between the Chinese and Thai people.
Three wonders of elephant writing in the whole civilization: first, the nose is strange, powerful and multifunctional; Second, understanding is amazing. It understands the master's meaning and is very obedient. Thirdly, it is amazing that elephants are smart and can think. The article also clearly wrote Aling San Xiao, which left an unforgettable impression on people. I felt Ling's beautiful heart and described the scenery outside Bangkok clearly at the beginning. Write the beauty of scenery, the beauty of images and the beauty of characters in secret. The harmonious interweaving of these descriptions constitutes a touching exotic picture. There are bright and dark, revealing and interlaced descriptions. In this way, the author praises feelings with events, reveals the content with dew, infects readers, and makes us feel the friendship between the Chinese and Thai people.
There are many examples in primary school Chinese textbooks that describe scenery with "dew" pen, describe people with objects and express feelings with "containing" pen. Our teacher should be good at appreciating the meaning of "dew" pen and tapping the emotion of "containing". Only in this way can students resonate with the author's feelings and achieve the purpose of ideological education in his works.
Emotional people, stimulate emotions. In reading teaching, teachers play a leading role in emotional communication among authors, teachers and students. When giving lectures, teachers should seize the opportunity, tap students' heartstrings, go deep into students' hearts and achieve the effect of "showing humanity".
Once, when I was talking about "Fanka", I said that Fanka entered a happy dream with hope after sending a letter for help to grandpa. However, the naive child didn't know that his grandfather couldn't get the letter because he didn't even write down the address. Even if there is, the poor night watchman can't let Fanka jump out of the fire. For this nine-year-old child, his happiness can only be in a dream! At this point, I can't control myself anymore. Tears welled up in my eyes, and I couldn't even go on. The whole class actually sat in silence for a long time, even the students who couldn't control themselves at ordinary times were "controlled" by silent language in this unintentional scene. When teachers enter the countryside, they bring students' emotions, which plays a role in seeing what the author sees, thinking what the author thinks and resonating with the author's emotions.
It can be seen that in Chinese teaching, teachers' affection can often attract children's attention, open the floodgates of children's hearts and arouse students' "admiration for beautiful things and intolerable attitude towards evil forces."
Create situations and experience emotions. Using recording, pictures, photography, slides, music, language description, action demonstration and experiment to create and render situational atmosphere in Chinese teaching can mobilize students' various senses, make them hear, hear and recite, and enter the situation described in the article, thus resonating with the author's thoughts and feelings.
When I was talking about Watching the Tide, I used my teacher's vivid recitation, accompanied by a magnificent symphony, and brought the children to the Qiantang River, which aroused their keen interest in watching the Tide. Read the text carefully, spring tide is like a white line across the river, and spring tide is like a white wall, from far to near; The spring tide is like "thousands of white horses go hand in hand". The students realized the ferocity and momentum of the tide with their own life experiences. However, what is this magnificent scene? I showed this scene through video, and then read the text to guide students to think: "Why should the Qiantang River tide be called the wonder of the world?" The students realized that this earth-shattering magnificent scenery is not found anywhere else, nor can it be seen on the Mississippi River in the United States or the Nile River in Africa. Only on the Qiantang River in China can we enjoy its scenery. Students are born with a sense of pride, cleverly create an "environment" and stimulate emotions. The perfect combination of environment and emotion is the embodiment of teaching art.