High School Biology Emotion Education Content And Method

School education should attach importance to the emotional guidance for students. Thispaper draws on professor Lu jia mei and his team’s emotion classification methods: emotion canbe divided into five categories. They are moral emotion, rational emotion, aesthetic emotion, thelife emotion and interpersonal emotion. It is helpful to study smoothly.When students areunderstanding life processes, they are inevitably accompanied by emotional change, thereforebiological teaching is an important field of the emotional education. Emotion itself is verycomplex, and students’ emotional characteristics and emotional needs of different age stages aredifferent, so to carry out the emotional education is very difficult. Emotional education materialsin senior high school biology teaching are implicit in the specific teaching content. It also affectsthe emotional education carried out in biology class.The author found that the emotional education in biological teaching has reached aconsensus, the necessity of emotional education goals and strategies for the case well. But theexisting research most choose specific teaching contents from researchers themselves’ teachingpractice and penetrate a certain emotion education content. But emotional education content isscattered, there is no unified arrangement. Emotional education method for the front-lineteachers is too general, focused on the theory and watered down practice.After understanding the students’ emotional characteristics and emotional needs,this paperwant mainly to complete two tasks:first,systematically sorting out emotional education materialsfrom senior high school biological textbook content, to make it easy to carry out the variety ofemotional education in a planned way.Second,combined with concrete examples, exploring theemotional education methods for the senior high school’s biological teaching.The specific research process is:first,through consulting the literature,to understand theemotion characteristics of the senior high school students and the situation of emotion educationin senior high school’s biological teaching.Second,to prepare the questionnaire based on theseemotion characteristics, to find senior high school students’ emotional education needs inbiology class. Through the survey we found that most students support the permeation ofemotional education in biology teaching, they think that the above five kinds of emotionaleducation is suitable for senior high school students, but as well as is comprehensive. Thirdly,based on the emotional education needs, to analyse the emotional education materials incurrent senior high school biological textbook, and to consider whether we need to supplementsome materials. Statistics found that emotional education contents in biological textbook is veryrich, and only the aesthetic emotion and the interpersonal emotion need supplementary materials.Finally,studying emotional education methods for biological teaching. A total of six kinds ofmethods are summarized. These methods include creating harmonious relaxed emotionalenvironment, and teachers must be good at expressing feelings to the students, and teachers mustbe good at guiding the students to fully express their emotion,and teachers must improve interestin the classroom, and teachers must let the students "acting", and teacher must introduce thelatest scientific findings timely to students,and so on.With the materials and methods, emotionaleducation can be carried out in the biological teaching, servicing for the students’ comprehensivedevelopment.Problem solving is a system engineering, not only in the hope of biological subject. Islimited by the level of research, this study just choose two aspects to research on emotionaleducation. On the other side of the emotional education, I will follow in future research.