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从对教育质量的理论界定入手，指出考察小学教育质量必须兼顾两个层面的内容：认知层面与人格特征层面。在我们的现实生活中，人们受制于各种因素的制约，学校对教育质量的评价存在着实用性：即注重认知层面，忽视人格情感层面。这样做的结果可能使维持生命的乳汁有被从教育中抽干的危险。通过引用见诸于报端的一些极端例证和小样本的调查结果阐释了情感教育的现状，并提出了改进学生情感教育质量的三大举措：创设一个良好的情感教育的学校氛围；开设相关的课程；改进教材本身存在的问题。
Beginning with the theoretical definition of educational quality, it is pointed out that the quality of elementary education must be reconciled with two levels of content: cognitive level and personality level. In our real life, people are restricted by various factors. The evaluation of the quality of education in schools has practicality: that is, paying attention to cognitive level and ignoring the emotional level of personality. The result of this may be the danger of life-sustaining milk being drawn from education. This paper illustrates the current situation of emotional education by citing the findings of some extreme examples and small samples of newspapers and presents three major measures to improve the quality of emotional education for students: creating a good emotional atmosphere in school education; ; Improve the teaching material itself problems.