摘要:道德情感是伴随着道德认知观念而出现的情感，是运用一定的道德观念评价自己与他人的品行或某种事物时而产生的一种内心体验和主观态度。丰富的道德知识转化为良好的道德行为，需要深刻的道德情感作为催化剂。道德情感的养成，可以通过直接的道德教学和间接的道德教学，直接的道德教学(思想道德课、时事政治课……）因为多过于抽象，脱离学生的生活实践，所以很难达到理想的效果；间接的道德教育（班主任工作、学生会工作、社会实践活动、学科教学……）由于主要通过润物细无声的方式对学生起作用，可以取得良好效果，尤其是将道德情感渗透在学科教学之中培养。语文是人文性最强的一门学科，其教学素材中内含着丰富的道德知识和思想感情。强化道德情感在语文教学中的渗透力，开展课堂教学的道德情感渗透探索，进行间接的德育教学，是素质教育的重要课题。本篇论文主要三个部分：第一部分：论述了问题提出的背景（宏观背景和微观背景），相关研究的研究现状和本文所利用的研究方法。第二部分：在已有的研究成果的基础上，以大量的理论基础为支撑，首先对道德教育和道德情感的概念进行定义，对道德情感的内容、特点和功能（在德育中的功能）等方面进行了较为深刻的分析和探讨，并对道德情感在初中语文教学中渗透的重要性和可能性进行了分析。第三部分：论述了道德情感在初中语文教学中渗透的现状，并对产生问题的原因进行了较为全面的分析，提出了一些切实可行的措施和建议，主要包括：创造和谐的社会文化氛围和良好的学校德育环境；树立正确的德育观念，重视道德情感在德育中的作用；更新德育知识，优化德育方法；将道德情感渗透在语文学科教学中培养等。帮助初中语文教师树立正确的德育观念，意识到培养道德情感的重要性，以制定相应的对策和实施合理的措施，促进学生道德情感的养成。

关键词 德育；道德情感；语文教学；渗透

Abstract:Moral emotion is accompanied by the emergence of the concept of moral cognition emotion, is the use of certain moral evaluation of their own and others' conduct or some things sometimes produce a subjective inner experience and attitude.Wealth of moral knowledge into good moral behavior requires profound moral sentiments as a catalyst.Cultivation of moral emotion, moral teaching through direct and indirect moral teaching, direct moral teaching (moral lessons, current affairs and political course ......) because many too abstract, from the student's life practice, it is difficult to achieve the desiredeffect; indirect moral education (class work, student work, social activities, teaching ......) Since the main way through moisten things silently student work, you can achieve good results, especially in the moral sentiments permeate teachingbeing cultured.Language is one of the strongest humanities disciplines in their teaching material and moral wealth of knowledge in his mouth, and thoughts and feelings.Strengthen the moral emotions in language teaching penetration of classroom teaching moral sentiments permeate explore indirect moral teaching, quality education is an important issue.In this thesis, three parts: Part I: Background discussed issues (macroscopic and microscopic background background), relevant research Institute for Research and Utilization of this method.Part II: the existing research results, based on a large number of theoretical foundation for the support, first of all moral education and moral definition of the concept of emotion, feelings of moral content, features and functionality (in Moral Education Function)other aspects of a more profound analysis and discussion, and the moral emotions in language teaching in junior high penetration of the importance and possibilities were analyzed.Part III: discusses the moral sentiments permeate language teaching in junior status, and the cause of the problem for a more comprehensive analysis, put forward some practical measures and recommendations, including: the creation of a harmonious society and cultureGood school moral education environment; establish a correct moral concepts, moral emotions in the moral importance of the role; update moral knowledge, moral optimization methods; the moral emotions in language teaching in the penetration of cultivation.Junior high school language teachers to help establish a correct moral concept, realizing the importance of culture and moral emotions, in order to develop appropriate strategies and implement reasonable measures to promote the cultivation of students' profound moral emotion.

Keywords  moral education   moral emotion   language teaching   penetration

　　　本次研究主要采用了定性分析法、观察法。

　　　①定性分析法：定性分析法是研究者对研究对象的本质进行理论分析。具体地说是运用分析与综合、归纳和演绎等方法，对获取的各种信息、资料进行加工，从而达到认识事物的本质，以揭示事物内在的规律的目的。本次研究采用定性分析法主要有以下两个目的：一是对德育及道德情感的本质进行理论上的分析；二是对道德情感在初中语文教学中渗透的必要性、可能性进行分析。    ②观察法：观察法是研究者通过直接观察或间接观察（通过身体的感官还是借助一定的科学仪器），有目的、有系统地考察、描述一定行为或社会现象来收集相关资料或信息的一种方法。本次研究采用观察法的目的是直观的了解初中语文教师在教学中渗透道德情感的情况以及初中学生的道德现状。

　　　笔者在初中进行教育实习时发现，初中学生的道德情感存在较为严重的缺陷。在道德情感和初中语文学科教学相结合的理论的指导下，对初中生在语文学习过程中道德情感的现状、语文教师的课堂教学情况等方面进行有系统、有计划的观察和记录，然后进行细致的归纳和分析，提出了一些建议和措施。