摘 要
情感表达能力作为语文核心素养的重要组成部分，在小学阶段的培养对学生的语言发展和人格塑造具有深远意义。本研究基于当前小学语文教学中情感教育相对薄弱的现状，旨在探索如何通过系统化的教学设计提升学生的情感表达能力。研究采用问卷调查、课堂观察与案例分析相结合的方法，选取某市三所小学共计300名学生为样本，考察其在不同教学干预下的情感表达水平变化。结果显示，融入情感元素的教学策略，如情境创设、角色扮演及个性化写作练习，能够显著提高学生的语言敏感度和情感表达能力。此外，教师的情感引导作用也被证明是关键因素之一。本研究创新性地提出了“情感—认知双轨教学模式”，强调在知识传授的同时注重情感体验的构建，为小学语文教学提供了新的理论支持与实践路径。这一成果不仅丰富了语文教学理论体系，也为一线教师实施情感教育提供了具体可行的操作指南。关键词：情感表达能力; 小学语文教学; 情感教育; 教学设计; 情感—认知双轨教学模式
Abstract
Emotional ex pression ability, as an essential component of core Chinese language literacy, plays a profound role in students' language development and personality formation during the primary school stage. This study addresses the relatively weak status of emotional education in current primary Chinese language teaching and aims to explore how systematic instructional design can enhance students' emotional ex pression abilities. By employing a combination of questionnaire surveys, classroom observations, and case analyses, this research examines 300 students from three primary schools in a certain city, assessing changes in their emotional ex pression levels under different teaching interventions. The findings indicate that teaching strategies incorporating emotional elements, such as context creation, role-playing, and personalized writing exercises, significantly improve students' linguistic sensitivity and emotional ex pression skills. Furthermore, the guiding role of teachers in emotional education has been identified as a critical factor. Innovatively, this study proposes the "emotion-cognition dual-track teaching model," which emphasizes the simultaneous construction of emotional experiences alongside knowledge transmission, thereby providing new theoretical support and practical approaches for primary Chinese language instruction. This outcome not only enriches the theoretical fr amework of Chinese language teaching but also offers concrete and feasible operational guidelines for frontline teachers implementing emotional education.Key words:Emotional ex pression Ability; Primary School Chinese Teaching; Emotional Education; Teaching Design; Emotional-Cognitive Dual-Track Teaching Model
目 录
中文摘要 I
英文摘要 II
引 言 1
第1章、情感表达能力的理论基础 3
1.1、情感表达的内涵与意义 3
1.2、小学语文教学的核心目标 3
1.3、理论框架对实践的指导 4
第2章、当前小学语文教学中的情感表达现状 5
2.1、学生情感表达能力的现状分析 5
2.2、教师在情感教学中的角色定位 5
2.3、影响情感表达能力培养的因素 6
第3章、情感表达能力培养的教学策略 7
3.1、通过文本阅读提升情感理解 7
3.2、利用写作训练强化情感表达 7
3.3、借助课堂互动促进情感交流 8
第4章、情感表达能力培养的效果评估与优化 9
4.1、情感表达能力的评价标准 9
4.2、教学实践中效果的反馈与调整 9
4.3、持续优化情感表达能力培养路径 10
结 论 11
参考文献 12
