If we do not point out the basic work principles for cultivating students' emotions, we cannot give full play to the developmental role of teaching.
Emotional cultivation must be able to respond emotionally to phenomena in life, art, creation, and moral concepts. You must be good at understanding, respecting, and cherishing the feelings of others, showing concern for them, being able to have common experiences with people and the protagonists of literature and art, being able to control your own emotional actions, and never giving in to wrong behavior.
Emotional experience (joy, sadness, fear, surprise, shame, regret, grievance, pity, dissatisfaction, anger, contempt, etc.) first comes from specially selected teaching materials.
Due to the different levels of development of emotional responses, students experience the above emotional states differently. In the process of explaining the topic content naturally, students will experience the joy of victory and success, the sorrow of loss and casualties, the anger and hatred of fascism and colonialism together with the protagonists of the work, participants in historical events, and their contemporaries, and experience the need to maintain an unconcilable attitude towards violations of moral norms and unhealthy trends in people's behavior. By doing this regularly, students will become more compassionate and their entire emotional landscape will be richer.
Obviously, it is not only the historical, literary and artistic materials themselves, but also the teachers' strong feelings when describing these materials that can enable students to develop strongly emotionally.
However, in listening to lectures, we often see this phenomenon. Some materials themselves have strong appeal, but in classroom teaching, because the teacher lectures without enthusiasm, it inhibits the emotional development of students. For example, when I went to a certain school to attend a demonstration class that day, a student said with regret that the lessons about "The Soviet Union's Great Patriotic War Against Hitler's Germany" made him very disappointed. "I originally thought that this must be a few extraordinary and exciting lessons. I had read the textbook in advance and was looking forward to the arrival of this unusual topic. But the result was so boring. I imagined that the teacher would go with us to participate in the Great Patriotic War that day, but it seems that he is more concerned about telling the facts, so that we can remember these facts and be able to accurately convey these facts."
There is no doubt that it is necessary to remember these facts, but it cannot be done like this for a class on this topic, which makes it so boring! Personally, I think it is best to teach the new textbooks directly from the beginning of such a class without asking questions. Because such a class should be filled with vivid and convincing material, and the lectures should have passionate emotions, so as to arouse the proper resonance and enable better learning of the entire topic. On the other hand, it can be harmful if you are too excited, fanatical, or pretentious when narrating and explaining. Because this will have the opposite effect, instead of motivating the children, it will tire them out.
Teaching content and teaching attitude should ensure appropriate emotional tension in order to improve students' development effects. This is the main essence of cultivating students' emotions in classroom teaching. In this regard, it is very important that students demonstrate sincerity and candor not only in their responses, but also in their compositions, actions, and remarks in extracurricular activities. In the class, an emotionally comfortable atmosphere should be created to protect students. Teachers must not be biased or sarcastic about students' emotional expressions.
's refined visual teaching aids, vivid experiments and demonstrations, slideshows and videos, etc. can arouse students' emotions such as surprise, joy, and interest.
For example, in a physics class, in order to achieve a certain purpose, you can demonstrate experiments on "Pascal's Paradox", "Elm's Fire", "Aurora", "Water Cyclone", "Strange Rain", "Electric Wind" types of interesting experiments, many performances about liquids, etc. All this will cause students to have strong feelings and produce joyful emotions.
literature teachers are good at reciting excerpts from literary works and poems reciting poems artistically, music teachers are good at singing and playing musical instruments excellently, art teachers are good at telling the works of famous artists vividly and vividly painting, and mathematics teachers are good at showing the beauty and coordination of teaching inferences, patterns, models, etc., which are all conducive to cultivating students' emotions.
The scoring of knowledge and skills will cause students, especially lower and middle school students, to have deep emotional experiences.
Here, the joy of success, the shame of failure, the tone and method of grading, dissatisfaction with the class's reaction, surprise at improving scores, inner resistance to lowering scores, and other emotions are complexly intertwined.
Therefore, it is important for teachers to grade carefully and fairly and clearly explain the reasons for grading. In this way, the development of positive rather than negative emotions in the class can be promoted.
