The Research Of "Emotion, Attitude And Values" Education In Junior Middle School Physics Teaching

The student, as "a whole person", survives in the society, serves the social life. TheStudent's development is "a whole person" development. The development of "a wholeperson" means the coordinated development of intelligence and personality. Physicsitself has the attribute to develop the .student's intelligence, to perfect the student'spersonality. The new curriculum of junior middle school physics also manifests thesepoints. "The knowledge and the skill", "the process and the method", "the emotion,attitude and values" are thought as three equally important goals. The new curriculumdevotes to change the tendency of traditional curriculum paying great attention to theknowledge instruction, makes uniform the student's knowledge studying and their spiritconstructing. The value of the knowledge study process is paid great attention to. Theauthor hopes to return physics to original appearance, also hopes that in instructionprocess, the individual "spiritual strength" and the "life wisdom" can be formed. Thisarticle mainly researches the "emotion, attitude and values" education that forms the"spiritual strength" and promotes the "life-long developing". Through studying thistopic, the theory basis of the "emotion, attitude and values" education has been found.The practical model that promotes the student not only the present study but also the"life-long development" has been inquired into. At last, the appraisal ways whichpromote "emotion, attitude and values" education have been studiedThis article is mainly composed by four parts:First part: The preface. First, the author elaborates the reason why this topic isproposed and the significance that do this research. In the junior middle school physicscurriculum, the "emotion, attitude and values" education ---a part of a whole personeducation---has not been paid enough attention to or doesn't know how to practice it.This topic hopes to solve this problem. Then domestic and foreign implementationsituation of "emotion, attitude and values" goal is summarized. Regardless at home orbroad, the education in emotion field is paid greater values day by day.Second part: The fundamental research of the "emotion, attitude and values"education is done. First through revision to the general psychology logical, human'spsychological activity is divided into the cognition activity and the intention activityand the psychological factor is divided into the cognition factor and the intention factor.Through this, person's subjective initiative is reasonably explained. Moreover theauthor explains that human's intention factor has the instruction function in everycognition level and that human's cognition activity is done on his own initiative. Theemotion, attitude and values belong to the intention factor, therefore, the author hasproven that "emotion, attitude and values" not only start student's cognition activity,but also instruct student's cognition activity either on the low level of sensation activity,or on the high level of abstract thinking activity. Therefore, "emotion, attitude andvalues" education is more valuable comparing with the knowledge and skill education.It not only affects student's cognition, but also influences their lifelong development.Then from the psychology angle, the author has elaborated the implication of"emotion", "attitude", "values" separately. The relations among them have beenanalyzed. The author points out that they are not only increasing gradually insocialized degree, but also influencing each other. The author compares the "emotion,attitudes and values" education with the "mental health" education, and also compares"emotion, attitude and values" with the "non-intelligence factor". Then the authorintroduces the influence of the "emotion, attitude and values" education on thestudents' study. Finally the author elaborates that the characteristic of physicscurriculum decides it has the function of "emotion, attitude and values" education.Third part: The author has researched the practice of "emotion, attitude and values"education. The author firstly elaborates the transformation on talented person raisingpattern in the new times ----the value of study process must be paid great attention. Inthe study process, not only the knowledge and the skill but also the physics' methodmust be grasped. Simultaneously, the study process must be the process that studentsexperience emotion, form the attitude and develop preliminary values. Then the authorpoints out the raising question when the new curriculum is practicing the "emotion,attitude and values" education. Finally the author proposes the forming process ofstudents' "emotion, attitude and values", and introduces the concrete case ofimplementing "affections, attitudes, values" education in the new curriculum.Fourth part: The author researches the appraisal on "emotion, attitude and values"education. First the author introduces the key point on the physics curriculum appraisalreform---establishing appraisal mechanism that promotes students developing. Then theauthor points out the questions that must be paid attention to in the course of "emotion,attitude and values" education. Finally the author introduces four kinds of appraisalforms: the immediate appraisal, the record jacket appraisal, the work appraisal and thetest appraisal.In brief, the paper's logical clue is: First the author proposes the research necessityof "emotion, attitude and values" education, then has theoretically proved that the"emotion attitude and values" is more valuable than the "knowledge and skill" and the"process and method". Then the author elaborates the implementation of "emotion,attitude and values" education, proposes the forming process of "emotion, attitude andvalues", and provides the concrete case. Finally the author introduces four appraisalways of the "emotion, attitude and values" education. The goal the author does suchresearch is: to make the "emotion, attitude and values" education more clearly, to payenough attention to it and to seepage it consciously in the classroom instruction andappraisal.