A Study On The Construction Of Emotional Attitude And Value Objective Evaluation System Of Junior Middle School Biology

With the deepening of the China’s basic curriculum reform, more and more teachers and educators recognize the importance of students’ emotional attitudes and values development, and the emotional attitudes and values objectives have been explicitly an important component in the curriculum standard of junior high school biology. Experts and scholars have done some research on the evaluation of the emotional attitudes and values, and formed some theoretical results, but the study of the evaluation of emotional attitudes and values in junior high school biology curriculum is not deep enough, nor the formation of a scientific, operational evaluation system. Some junior high school biology teachers understand the connotation of emotional attitudes and values vaguely, resulting in casual assessment, subjective assessment, even no assessment. Therefore, a construction of scientific and operational evaluation system has a great significance.According to the literature analysis, the paper discriminates the concepts of emotional attitudes and values, and does a questionnaire survey about the current situation of the evaluation of students’ emotional attitudes and values. And its result shows that the most pressing problem is the lack of operational evaluation System as an evaluation basis. Based on the result, the author encodes the junior high school biology curriculum emotional attitudes and values based on the junior high school biology curriculum standards and related documents, and then, matches the specific content standards and the emotional attitudes and values objectives to form an evaluation index system. Finally, it draws a conclusion to practice its validity and scientificity through the way of measuring scales.The scales show that even though students have strong interests in learning biology and have correct attitudes of studying, they don’t have enough consciousness to apply the knowledge they learnt into practice; although students worry about the environment pollutions, they don’t have enough participations and thoughts about these as well as they fail to stop littering behaviors; students make great progress in environment consciousness, social responsibility, sustainable development, concept of total biology and Preliminary dialectics.