| Affection is a spiritual need and basis of perfect personality of student. In the conflict background of "Economic Development and Environmental Protection", it is a mission of geography education to develop student's feeling of life, to promote scientific attitudes and humanistic spirit, to improve the geographic aesthetics, to enhance social responsibility, to strengthen the thoughts of sustainable development, and to awaken affection for humankind and nature.The proposal of geographical contextual and experienced instruction (CEI) is based on the theory of contextual instruction and experienced learning, supported by the outcome of brain science, self-organization and diversity theory, and rooted in the geography learning theory, teaching theory and curriculum theory. The aim is to help students connect geographic knowledge with life for meaning, and learn to love others and society by a process of contextual experience with the presence of body and emotional investment. It is a natural need for student to demonstrate a positive affective behavior in school learning and life.Preface:Affected by the traditional educational thoughts and exam-oriented education, some teachers always obliterate the unexpected affection in teaching practice. Socrates' "midwife's art," Rousseau's "natural education," Dewey's experienced teaching, "situational knowledge" of situational and cognitive learning, and Li Ji-lin's situational teaching constitute the theoretical foundation to geographical CEI. Geography teachers' teaching practice and awareness is fresh data for the study of CEI.Chapter I:Geography CEI is an organic integration of contextual instruction and experienced learning. An experience without context is blind; a context without experience is external. They can't make a profound impact on student's affection. Reflection is the soul of CEI; life is a source of CEI; exploration is the spirit of CEI; process is the path of CEI; feeling is the safeguards of CEI and ties of teacher-student relationship. Chapterâ…¡:In the practice geographic CEI, the teacher is a leader of affective development of students; the textbook can be transcendent and reconstruction; the students are subjects of life in self-directed learning. Geographical CEI is fruitful land for students' growth accompanied by teachers. These elements are interrelated and interdependent, and constitute a positive ecosystem of geographical CEI.Chapterâ…¢:Now, geographical CEI loses its soul, and falls into formal errors. There are many strategies to improve effectiveness of the geographical CEI, such as enabling students to experience in context, making connection between geographic knowledge and life, and finding meaning; promoting self-organized learning; encouraging students to develop critical thinking skills by considering a issue at multiple dimensions; taking care of each student in appreciating the diversity for enhancing affection of students.Chapterâ…£:Geographic CEI is an open system. However, it also follows certain principles. They are principles of awakening affection with teachers and students'emotional investment, of diversity construction with an attention on life-experience and respect for students'differentiation, of aesthetic communication that helps students learn to appreciate and improve their geographical aesthetic taste, and principle of subject participation and team work.Chapterâ…¤: In the geography teaching practice, there are variable elements that work on CEI. Moreover, the student's contextual experience is also a composite situation. Therefore, geography CEI is a complex one that affected by multi-joint elements. Life complex CEI advocates "geography for life", and emphasizes a connection between geographic knowledge and life. The graphically complex CEI causes emotional resonance, that is, affective response by a combination of the potential affective factors hidden behind images with feeling, attitude and values of students.Chapterâ…¥:The actively complex CEI is a process of students' interaction with context, a process that nurtures emotion, and a process of mutual cooperation among students. Case-scenario complex CEI pays attention to psychological fluctuations and emotional conflicts of student, and helps them make a positive value judgments and choices. Information- technologically CEI guides students to explore the real story and relationship behind geographical phenomena by an organic integration of information technology with teaching skills.Chapterâ…¦:The geographical CEI evaluation is an emotional behavior. In English context, the root of evaluation is value. So In the implementation, it should be a platform for an exchange of emotions of teacher and students. It is a power that leads the students to grow in understanding and trust with the premise of appreciating the diversity. Performance and extended written response evaluation are effective evaluation methods of geographical CEI.Chapterâ…§:Characterization is the highest level of internalization of affective goals. At this point, student will have assimilated the values into their own world view and outlook on life, and becoming his character traits. And then, he will demonstrate affective behavior that benefits him, others and the world. Therefore, the affective behavior is the home of the geographical CEI.Conclusion:Geographic CEI respects student's diversity and pays attention to the appreciation in experience and mood grown in context. It gives all students the opportunity to tap their potential, to develop their talents, to help them meet the requirements of the geographical curriculum standards. Finally they will grow to be a modern citizen with geographic literacy.
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