A Study On Teaching Of Affection Transmission

In 21st century, our country needs more talented person with better stuff; therefore student's affection stuff receives the unprecedented value. Although affective teaching is accepted by mass of teachers as an important way of nurturing student's affection stuff and perfecting student's personality, there is still absence of affection in practice, and affective teaching can not be carried out in the operational lay. The discipline intercrossing widens visual field of pedagogic research and brings on great devolopment.Therefore, under this discipline background; the affective teaching should pursue the innovation.Below the review of former theory and practice research, we find that there are still some problems: there is a lack of dynamic research on affection running in classroom teaching, which leads that the affection can't pass through the whole process of teaching, and destroys the continuity of affective teaching, then influences the quality and efficiency; It is difficult to put affective teaching into practice, because there is a lack of operation for affective teaching strategy; study of affective teaching need advanced innovation to change the situation of unitary study frame and repetitious strategy; There is not enough well-knit demonstration to validate the affective teaching strategy; The theory of affective teaching also need open up. On the basis of former research, we construct the intercrossing between affective teaching and theories and concept of Hot Transfer, and explore new thought and ways of the affective teaching research.Bases on the similarity's review between affection and quantity of hot the Heat-Conduction, Heat-Convection and Heat-Radiation three basic concepts and theories in the Heat Transfer were migrated to the affective teaching; then we abstracted a core concept of discipline intercrossing "Affection Transmission" (ET), three new concept affective conduction, affective convection and affective radiation," further constructed three affective teaching theories; We designed three corresponding teaching strategy : Affective Scotoma Checking and Removing Strategy (ESCRS), Ebullient Strategy in Class (ESC) and Activating of Affective Field Strategy (AAFS) ;At the same time, we put forward affection running path in class for each affective teaching strategy.This study carried out an experiment to validate EHT teaching.88 subjects were divided into two group, ESC group and control group. Teacher brought Ebullient Strategy in Class into effect for 45 ESC group students in chemistry class. Two groups were all given a questionnaire test about the situation of student attending a lecture before and after the experiment. This questionnaire checks the teaching effect from four aspects as follows: attention-focus, thinking-activity, spirit-energy and interest-inspiration. The main conclusion was that Ebullient Strategy in Class advanced those four aspects significantly.The value of this study lies in the fact that: First, we put forward new concept, new theory, and new strategy on the basis of intercrossing between Hot Transfer and affective teaching, and it is another innovation of combination between science of physical sciences and educational sciences, it enriches and develops the theory of pedagogy, affective pedagogy and instructional psychology; Analysis on affection's operating path in class makes up the defection of bias towards static affection in affective teaching; Systemic and integral strategy of affection transmission avoids the problem of affection segmentation in teaching, which has an important instructional significance for implementing affective teaching at present.The design of affective instructional strategy based on physical model overcomes the abstractness of affection's indiscipline, and it provides theoretical support for implementation of affective transmission teaching strategy. The proof of the validity of Ebullient Strategy in Class provides experimental evidence for validity and feasibility of the strategies based on the whole affective transmission teaching theory.