大连教育学院学报

聚焦初中语文学科，从教学准备、课堂实施、课后拓展三个维度，系统探讨情知融合的初中语文教学策略：教学准备阶段需深入挖掘教材情知因素、关注学生情知状态并制定融合性教学目标；课堂教学通过情境创设、问题引导与多元互动深化学生情知体验；课后拓展依托实践活动、课外阅读与写作训练延伸情知发展。

Focusing on junior high Chinese language education, this study systematically explores strategies for emotional-cognitive integration teaching from three dimensions: instructional preparation, classroom implementation, postclass extension. During the teaching preparation phase, it is essential to thoroughly explore the emotional-cognitive elements in teaching materials, assess students' emotional-cognitive states and formulate integrated teaching objectives. In classroom teaching, deepening students' emotional-cognitive experiences can be achieved through contextual-scenario creation, problem-based guidance,and multiple interactions.Post-class extension leverages practical activities, extracurricular reading, and writing tasks to extend emotional-cognitive development.