Research On The Practice Of Emotion-Attitude-Value Objective In Senior High School Geography Teaching

The conception of well-rounded education has caught more and more attention around the world in the21st century. The emotion-attitude-value teaching objective put forward in the new round of educational revolution in China has also caught more and more attention, with which trend that practice to obtain instructive objects in the perspectives of emotion-attitude-value has also gradually been implemented in geography education. Taking this phenomenon as the penetration point, based on geography theory of curriculum and instruction, psychological and educational theories, using literature research method, classroom observation method, questionnaire method and mathematical statistics method, this paper analyses the problems in the practice of realizing the instructive objects in the perspectives of emotion-attitude-value in contemporary high school geography education and puts forward some corresponding strategies, which will not only help clarify and improve the theories regarding emotion-attitude-value, but also facilitate to realize the The emotion-attitude-value teaching objective.This paper includes the following six parts.The first part is preface of the paper. Applying literature method and inductive method, this part discusses the background, meaning and current study situation and innovative points of this paper.The second part discusses the theoretical basis of this study. This part first discusses the connotations of emotion-attitude-value, and the relationships between them:They influence and promote each other and constitute a continuous emotional developing body; And then this paper talks about the relationships between objectives in this dimension and objectives in the other two dimensions:Knowledge and skills are the material bases of emotion-attitude-value, process and methods are the basic process of emotion-attitude-value cultivation, emotion-attitude-value is the power source of knowledge, skills and methods acquiring; It also analyses the educational content systems of emotion-attitude-value in geography education and illustrates them with graphs:Contents of emotion education include learning interests, geographical aesthetic perspectives and patriotic emotion, content of attitude education include geographical science attitude and cooperation attitude, and contents of values education include resource outlook, environmental outlook, population outlook, sustainable developing outlook, disaster consciousness, global consciousness and dialectical materialism viewpoint.The third part analyses the current situation of practice in realizing emotion-attitude-value teaching objective. Mainly using questionnaire method and assisted by literature searching method, this part analyzes the shortcomings in realizing emotion-attitude-value teaching objective:In theoretical cognition, the connotations of emotion-attitude-value and its educational content systems are not understood; In objective designation, the illustrations are not normative and the pertinence is not powerful; In objective implement, no rules are observed and no methods are applied; In classroom teaching, knowledge interpretation is emphasized while emotional education is ignored.In the fourth part, according to some related theories, this part advances designing steps and teaching strategies in realizing emotion-attitude-value teaching objective. The three basic steps are as follows:Based on geography textbooks, the teacher should excavate and supplement educational contents in geographical emotion-attitude-value; Combing the situation of students, the teacher should decide the hierarchical levels in geographical emotion-attitude-value; Based on designing theories, the teacher should design some observational objectives in emotion-attitude-value, and this part uses the section of River Morphology Development to illustrates this. Teaching strategies the paper says include body education strategy, objective integration strategy, emotion rendering strategy, situation stimulating strategy, activity experience strategy and evaluation strengthening strategy and using some examples in high school textbooks to illustrate them.The fifth part is about the author’s practice in high school classroom teaching. Take the section of Global Climate change as an example, this part illustrates and tests the teaching strategies in realizing instructive objectives in perspectives of emotion-attitude-value put forward above.The last part includes conclusions and outlooks of this paper. This part summarizes basic conclusions, existing problems of this paper and puts forward the prospect and outlook of this study.