Abstract Chinese is an art that cultivates students' emotions. As the guide of students' emotions, Chinese teachers must cultivate students' emotions towards the Chinese subject, especially towards the Chinese teacher. Be close to his teacher and believe in his way. To teach Chinese well, strategy is the lever and emotion is the fulcrum.

Keywords Chinese teaching, beauty, emotion, emotional strategy

my country’s ancient sages and sages proposed the learning strategy of “teach a man to fish but not to the man to fish” thousands of years ago. It can be said that good learning strategies are labor-saving levers in teaching. Learning strategies are levers, so what is the fulcrum? That is emotion! Therefore, the emotional strategies in learning strategies will have a huge impact on students' learning activities. Effective emotional strategies can significantly improve students' performance.

There is a saying in "Xue Ji": "Be content with your studies and be close to your teacher; be happy with your friends and believe in his teaching." Students will be willing to get close to a charming teacher and listen to his teachings, and they will lead the class in class. Listen to the class with admiration, feel relaxed and happy, and get twice the result with half the effort. The charm of a teacher can extend beyond the classroom and even affect students for a lifetime. Many teachers have elaborated on this in depth, and they all have a certain theoretical level. The author also feels the same. Here, I just want to talk about how to cultivate students' emotions towards themselves from the details.

(1) Teachers must have personality charm and image charm

Personality charm has a subtle influence. Students will naturally regard the subject teacher as the image spokesperson of the subject and will attach great importance to the Chinese language. The teacher's emotions were transferred to the Chinese subject. The teacher's personality charm not only needs to be reflected in the big issues, but also in the details of life. Every gesture, every frown, and every smile are all manifestations of the inner charm. If students appreciate you, they will appreciate the Chinese language you teach, without you being there. No matter how much effort you put into the classroom, you will "learn by yourself without teaching."

(2) Chinese teachers should show their intellectual charm

Being knowledgeable will win the heartfelt respect of students. How to show your intellectual charm? First of all, you must have a strong foundation in Chinese and have a high level of Chinese literacy. In the classroom, you must use your own concise and concise language arts to interpret the subject characteristics of Chinese. You must be able to quote classics and reference them from other sources at your fingertips. Of course, this requires our own diligent accumulation. In addition to having rich subject knowledge, they also need to have a wide range of knowledge, and be able to understand astronomy and geography, including unrelated mathematics, English, etc. For example, when I was in class, I would occasionally "show off". For example, when I was talking about parts of speech, if I mentioned a verb, I would write "v" on the blackboard, if I mentioned a noun, I would write "n" on the blackboard next to it, and if I mentioned an adjective, I would write "n" on the blackboard. Mark "adj" next to it. In this way, the writing on the blackboard is concise, and it can also hint to the students that I also know English, so that they can "look at me with admiration". I still remember one night during self-study, students were doing their own homework. I stood on the podium and found that the math problems assigned by the math teacher on the blackboard had not yet been wiped off. I had nothing to do, so I picked up the chalk and quietly worked on it on the blackboard. , when the final answer came out, a burst of applause suddenly broke out behind me. It turned out that the students had been paying attention to me. Once again when I was talking about "The Magical Aurora", the cause of the aurora was the same as the principle of television imaging. I asked the physics teacher a lot of questions in advance. When I used my physics knowledge to explain the cause of the aurora clearly, the students were all surprised. gaze. Also, when talking about "shanyin" and "shanyang" in ancient Chinese, students are not required to memorize them by rote. Instead, students are taught to use geographical knowledge to understand, what is the northern hemisphere, what is the direct point of the sun, and students can easily master this knowledge. At the same time, I also showed my good geographical knowledge to the students and won the respect of the students. Of course, this kind of "showing off" must be natural and without leaving any trace, otherwise the effect will be counterproductive.

(3) When interacting with students, you must show your affinity

This kind of affinity is not about getting along with students. On the contrary, I have always been opposed to making friends with students. Facts have proved that , many teachers who are involved with students do not get the respect of students. The distance from students should be moderate, and a state of aloofness is best. Make students want to get close to you but also feel afraid. When you feel that students are alienated from you, you might as well use "small favors" to bridge the distance.

For example, in each class, I will give the remaining Chinese materials from the previous senior year to some students at the appropriate time, so that they can feel the teacher's special attention. Every time there is an exam, some representative students come to the office to analyze the results together and find out the problems. Usually when I meet students on campus or in the corridor, I casually ask them about their study status during this period, or tell them "the teacher is not satisfied with their study status during this period. You are a person who can definitely learn Chinese well" and affirm them. , can also cultivate feelings for teachers.

(4) Criticizing students should pay attention to art

Cultivating students' feelings towards themselves does not mean blindly condoning students. On the contrary, when students do not complete their homework and other principled issues, they also criticize students. Strict requirements are needed, but criticism needs to be strategic. I remember that in a Chinese class, a student fell asleep on the table. I reminded him once, and he fell asleep again soon, and then I went to wake him up again. Suddenly, my hand reached into my pocket and touched a candy. I immediately put the candy in front of the student and said, "Eat this and you won't sleep anymore." The student was very embarrassed. She seldom slept in class in the future, at least in my Chinese class. Another time, I just took a new class and assigned a composition. After collecting it, I found that one of the students named Chen XX had not enough words in the composition and the handwriting was sloppy. It could be said that it was a mess. I didn’t know this student yet. After a Chinese class, I asked Chen on the podium to come to the office immediately. Not long after I returned to the office and sat on my chair, a student stood in front of me. I pretended not to see it and continued to correct my homework. He waited for a while and when I ignored him, he said, "Teacher Li, are you looking for me?" I raised my head and glanced at him and said, "Your name is Chen ××?" He replied yes. I pretended to be surprised: "Are you Chen XX? No way?" He said: "I am Chen XX." I said: "Then look at this composition and it was you who wrote it?" He said He looked at the composition and nodded. I sighed: "As the saying goes: 'A writer is like a person.' This is not true! Look at you, you are tall, handsome, and energetic. How could you write such a composition?" Then I asked him: "Do you know what image of the author I had in my mind after reading this essay?" He didn't speak, so I continued: "The author I guess must be very sloppy, vulgar, and ignorant...anyway You're just a loser. Isn't this too different from your image?..." From then on, Chen XX was able to complete his homework as required. I think this is not the role of criticism, but that the art of criticism cultivated a certain emotion in him towards me.

★Author’s unit: Chongqing Baxian Middle School.