Research On Emotional Attitude And Value Objectives In Chemistry Teaching Materials Of Senior High School

With the rapid development of society, continue to promote education reform, people’s own development is even more important. In the field of high school chemistry education, our country in2001and2003respectively, have issued a chemistry curriculum standards and high school chemistry curriculum standards compulsory, before changing the syllabus only focus on learning outcomes, will the original syllabus "attitude "target development"attitudes and values"curriculum goals and improve the skills and knowledge, processes and methods of equal importance. High school chemistry textbook emotional attitudes and values education resources quite rich, but fragmented, and contains a lot of emotional content is more hidden elements, different teachers teaching the same unit in the same emotional attitudes and values education material has a different understanding.References of other disciplines on "attitudes and values" classification, as well as through repeated studies,"general chemistry curriculum standards (experimental)" proposed "attitudes and values" curriculum objectives and requirements, to draw their own innovative research in Results:Based on curriculum standards analysis is divided into three categories, followed by emotions, attitudes, and values. The emotions are divided into:Interests sense, aesthetic sense, a sense of patriotism three divisions; attitude will be divided into:experimental attitude, learning attitude, scientific attitude, cooperative attitude, the attitude of environmental resources analyzed five divisions; the values are divided into:Dialectical materialism, scientific spirit, the concept of sustainable development, STS consciousness four divisions.Through literature on emotions, attitudes, values define, develop PEP attitudes and values of high school chemistry textbook content analysis menu, select multiplayer content analysis method, teaching content for each analysis, evaluation, and data processing, analysis and evaluation, and finally draw out the contents of PEP innovative high school chemistry textbook eight emotional attitudes and values presented in Table target, the target will be hidden in the materials to be revealed, and for each specific category respectively textbook presentation made in detail, for the majority of front-line chemistry teachers and researchers to provide a reference. In addition to the above-cited innovative achievements of the PEP high school chemistry textbook analysis the following conclusions: First, PEP edited by high school chemistry textbook, textbook content in the whole process of selection and edited, can be able to reference the requirements in the standard curriculum for teaching materials, and can fully consider the feelings, attitudes, values, goals occupied three categories weight. Twelve large differences in the proportion of sub-categories, materials exhibited abundant subclasses are:interested in a sense, aesthetic sense, STS awareness, scientific approach, experimental attitude and spirit of science; teaching materials sub-classes have less performance:patriotic sense, the concept of sustainable development, learning attitude, the attitude of resources and the environment.Second, the PEP high school chemistry textbook in the form of text directly rarely showing emotion, attitude and values education content, but the content but ever-present, everywhere there. Attitudes and values to reach the target, can not be too small grandiose not instant success.Third, the PEP textbooks in content presentation more varied, are:"chemistry experiment","scientific inquiry","History of Science,""Science Vision""think communication" these elements are "attitudes and values," the good Content carrier.