摘 要：随着素质教育的不断推进，小学语文阅读教学中情感教育的重要性日益凸显。本研究旨在探讨在小学语文阅读教学中实施情感教育的有效策略，以促进学生全面发展。通过对国内外相关文献的梳理及对多所小学的实地调研，采用问卷调查、课堂观察与访谈相结合的方法，深入分析当前小学语文阅读教学中情感教育的现状及存在的问题。研究发现，教师在阅读教学中融入情感教育能够显著提升学生的阅读兴趣和理解能力，同时有助于培养其积极的情感态度和价值观。创新之处在于构建了“情境创设—互动体验—反思升华”的情感教育模式，强调从文本解读出发，结合生活实际，引导学生在阅读过程中产生情感共鸣。该模式不仅为一线教师提供了可操作的教学路径，也为深化小学语文阅读教学改革提供了理论支持，对推动小学语文教育质量提升具有重要意义。
关键词：小学语文阅读教学；情感教育；情境创设
Abstract：As quality-oriented education continues to advance, the importance of emotional education in elementary Chinese language reading instruction has become increasingly prominent. This study aims to explore effective strategies for implementing emotional education within elementary Chinese language reading teaching to promote students' comprehensive development. By reviewing relevant literature both domestically and internationally, and conducting field research in multiple primary schools through a combination of questionnaire surveys, classroom observations, and interviews, this study thoroughly analyzes the current status and existing issues of emotional education in elementary Chinese language reading instruction. The findings indicate that integrating emotional education into reading instruction significantly enhances students' reading interest and comprehension abilities while fostering positive emotional attitudes and values. An innovative contribution of this study is the construction of an "context creation—interactive experience—reflective sublimation" model of emotional education, which emphasizes starting from text interpretation, combining real-life situations, and guiding students to resonate emotionally during the reading process. This model not only provides a practical teaching approach for frontline teachers but also offers theoretical support for deepening reforms in elementary Chinese language reading instruction, playing a significant role in improving the quality of elementary Chinese language education.
引言 1
一、小学语文阅读教学现状分析 1
(一)阅读教学中的情感因素 1
(二)当前情感教育的实施情况 2
(三)现存问题与挑战 2
二、情感教育在小学语文阅读中的意义 3
(一)促进学生情感发展 3
(二)提升阅读理解能力 3
(三)培养良好品德修养 4
三、情感教育的具体实施策略 4
(一)教材选择与情感契合 5
(二)教学方法的情感融入 5
(三)课堂互动的情感引导 6
四、情感教育效果评估与优化 6
(一)教学效果的评价标准 6
(二)学生反馈与调整策略 7
(三)持续改进与教师培训 7
结论 8
参考文献 9
致谢 9
关键词：小学语文阅读教学；情感教育；情境创设
Abstract：As quality-oriented education continues to advance, the importance of emotional education in elementary Chinese language reading instruction has become increasingly prominent. This study aims to explore effective strategies for implementing emotional education within elementary Chinese language reading teaching to promote students' comprehensive development. By reviewing relevant literature both domestically and internationally, and conducting field research in multiple primary schools through a combination of questionnaire surveys, classroom observations, and interviews, this study thoroughly analyzes the current status and existing issues of emotional education in elementary Chinese language reading instruction. The findings indicate that integrating emotional education into reading instruction significantly enhances students' reading interest and comprehension abilities while fostering positive emotional attitudes and values. An innovative contribution of this study is the construction of an "context creation—interactive experience—reflective sublimation" model of emotional education, which emphasizes starting from text interpretation, combining real-life situations, and guiding students to resonate emotionally during the reading process. This model not only provides a practical teaching approach for frontline teachers but also offers theoretical support for deepening reforms in elementary Chinese language reading instruction, playing a significant role in improving the quality of elementary Chinese language education.
Keywords: Elementary Chinese Reading Instruction；Emotional Education；Situational Creation
引言 1
一、小学语文阅读教学现状分析 1
(一)阅读教学中的情感因素 1
(二)当前情感教育的实施情况 2
(三)现存问题与挑战 2
二、情感教育在小学语文阅读中的意义 3
(一)促进学生情感发展 3
(二)提升阅读理解能力 3
(三)培养良好品德修养 4
三、情感教育的具体实施策略 4
(一)教材选择与情感契合 5
(二)教学方法的情感融入 5
(三)课堂互动的情感引导 6
四、情感教育效果评估与优化 6
(一)教学效果的评价标准 6
(二)学生反馈与调整策略 7
(三)持续改进与教师培训 7
结论 8
参考文献 9
致谢 9
