Exploring the Practical Path of Emotional Education in High School Chinese Texts from the Perspective of Cognitive Linguistics

Abstract

Under the guidance of core competency education, emotional education serves as a crucial means for high school Chinese language to implement aesthetic appreciation and cultural inheritance literacy. Currently, there are common practical issues in high school Chinese emotional classrooms, such as text interpretation being labeled, emotional perception being detached from language carriers, and perceptual experience lacking rational critical thinking support. Conceptual metaphor, image schemas, and conceptual integration in cognitive linguistics provide new analytical tools for dismantling the inherent emotional structure of texts from the linguistic level. Based on the inherent linkage of “language-cognition-emotion-thinking”, this paper builds a textual emotional analysis framework, develops practical teaching methods suitable for the classroom, and constructs a four-ring classroom paradigm of “textual intensive reading — cognitive deconstruction — emotional experience — rational expression”. It demonstrates the implementation process through teaching segments of “Shengshengman” and “Xiangjixuanzhi”, and proposes solutions to practical difficulties such as theoretical transformation, personalized reading, effectiveness evaluation, and college entrance examination adaptation, providing practical references for high school Chinese emotional teaching.