| The core idea of new curriculum is to realize the all-around development of the people. The effective way to achieve the comprehensive development is to implement the "teaching three-dimensional target" in the chemistry classroom teaching. Because the outcome goal of "knowledge and skills" and "process and method" is maneuverable and often rated in the test, the teachers pay more attention to it. It is fulfilled in comparison. The "affective objectives" has the characteristics such as subjectivity, practicalness and implicitly. It is difficult to be observed, measured and evaluated directly. Thus, there is almost nothing in exams about the emotion goal, and from a large amount of literature study, it lacks the specific operation method to implement the emotion goal. In practical teaching, chemistry teachers are more random on implementing the emotion goal. Some even ignore the emotion goal. Based on the present situation and problems, we put forward this topic "Chemistry unit whole teaching design to implement affective goals in high school" with the hope that it will be useful for high school chemistry teachers in the implementation of affective objectives.The research in my thesis is based on the analysis of the present researches of emotional teaching. It used theories of emotional psychology, metacognition theory, Bloom’s taxonomy of educational objectives-the affective domain, as well as the Gestalt psychology as the main theoretical support. Combining the characteristics of chemistry discipline under the guidance of the new curriculum reform and the chemistry course standard, the process of this kind of teaching is constructed by4principles:the principle of integrity, the principle of relevance, ladder principle, and comprehensive principle. We put forward specific operation methods to implement the emotion target:Firstly, delve into the curriculum standards to get a comprehensive analysis of teaching materials and students learning situation. Clear unit whole teaching target. Secondly, analyze the teaching materials in detail. Unearth the emotions factors which are contained in the teaching materials. Thirdly, integrate the whole teaching design in a systematic way. Fourthly, develop the class to generate the dynamic emotional factors. Teach with passion and form harmonious relationship between teachers and students. The lastly, use a variety of evaluation methods to detect the effect of unit teaching in order to promote the comprehensive development of students.Based on the above-mentioned theoretical assumption, we carried out an empirical research about the teaching method among the students of grade one class66in Guilin Yongfu County2high senior school. By using the senior textbook of grade one of People’s Education Press2002edition as the carrier, the teaching method was applied to the chemistry teaching in high school. We combined "Alkali metal" and "Amount of substance" unit whole teaching design with the concrete teaching examples to elaborate the specific application of the method teaching. In the process of the experimental research, we used the stage of affective evaluation scale to study the dynamic emotional changes of the students. Finally, we collected factual evidence through chemistry testing, questionnaire survey and students interviews to evaluate the effect of implementation affective objectives through unit whole teaching design. The results showed that by using what we construct, it is used to improve students’learning interest, cultivate students’ scientific attitude and form correct values. It helps to improve students’chemistry learning achievement. It is conducive to the formation of a good relationship between teachers and students. It helps students to form the "whole-part-whole" way of thinking.Although this research does take effect, however, due to the limitation of the researcher’s ability and the time, this project still needs further perfection and development, and the conclusions given in this thesis need more checking and verification. |
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