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Exploring Emotional Education in High School English Post-Reading Writing

Author(s)

Lili Zhang

Affiliation(s)

The Middle School Attached to Ningxia University, Yinchuan, Ningxia, China

Abstract

This study examines the role of emotional education in high school English post-reading writing, focusing on its impact on enhancing students' emotional expression and overall competencies. Utilizing literature review and theoretical analysis, the study first outlines the significance of emotional education as evidenced by national and international research. It then explores practical applications within the context of contemporary educational priorities and societal trends. Systematic analysis of existing literature reveals the theoretical foundations and practical strategies for integrating emotional education into post-reading writing. Findings suggest that emotional education not only improves writing skills but also fosters emotional cognition and psychological well-being. Specifically, well-designed teaching activities can guide students to articulate and experience emotions during writing, leading to emotional enrichment. The study highlights the need to tailor emotional education to individual student characteristics and practical needs, using diverse strategies such as mind mapping, story mountain techniques, and dual-line emotional writing. Future research directions include integrating emotional education with new technologies, cross-cultural emotional education, and personalized approaches. This study aims to provide theoretical and practical guidance for high school English teachers, promoting comprehensive student development and enhancing the overall quality of English education.

Keywords

Emotional Education; Post-Reading Writing; High School English; Teaching Strategies; Comprehensive Competencies

References

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