The Practice Research Of Emotional Education In Bioglogy Class Of High School

The ancients had a poem that goes:"Mountain view is the situation over the mountain, sea overflow is the situation at sea."All practice of human beings, as the poem has revealed, is not simply driven by rational factors. Emotions which belong to irrational factors also play a crucial role in all aspects of human life. It can be said, understanding and practice without emotions can only become simple and mechanical behaviors of human which have no vitality, power or feeling. Teaching is a kind of social practice activity which is valuable and promotes the survival and development of human. And emotions should make itself a place in this process. In fact, emotional teaching has attracted much attention for a long time. For example, in the middle and late period of the 1980s, some elementary-middle schools of China respected the "Happy Teaching","Situational Teaching","Successful Teaching", "Harmonious Teaching" and so on. However, across our country's emotional teaching research course, most objects of study are concentrated in much stronger humanistic subjects such as Chinese, English ,History and so on, which happened both in related theoretic research and practical research. Emotional teaching research in disciplines of science and technology which seems to lack of emotional colors is relatively less. Therefore, the author think it is very necessary to implement emotional teaching in high school biology for empirical research.Firstly, this paper starts from the connotation of emotions and emotional teaching, expanded to the basic knowledge about emotional teaching such as the definition of emotion, the difference and contact of mood and emotion, the classification of mood and emotion, the function of emotion, the definition of emotional teaching and so on. Then, the paper gives a comprehensive introduction of the present research about emotional teaching from home and abroad and the relevant theories of emotional teaching, which is regarded as the theoretical basis of this study. After that, the author conducted a survey on the current situation of implementing emotional teaching in high school biology. The result of Investigation shows: It is necessary to use the positive emotional factors in biology classes. And then the paper discusses the feasibility of implementing emotional teaching in high school biology from two aspects including the characteristics of emotional development of high school students and emotional factors in biological teaching. Finally, the empirical research on the emotional teaching in high school biology is carried out. The experimental results show: Firstly, the subtle use of teaching mode and teaching strategies of emotional teaching can effectively improve the students' grades, stimulate students' interest in study, motivate the students' self-confidence and ambition and eventually improve the cognitive goal of teaching. Secondly, emotional teaching promote the development of emotional quality itself, is good for the gestation and formation of senior social emotions such as the sense of morality, intellectuality and beauty and so on, and is the necessary condition of reaching the emotional goal in teaching. Thirdly, the implementation of emotional teaching can also help to bring about good relationship between teachers and students and optimize biological teaching effect.