Discussion Junior High School Biology Teaching In The Education Of Happiness

The ultimate goal of our lives is happiness, and education is the stepping stone toachieve that happiness. Education teaching should have been a process of pursuing truth,goodness and beauty, a paradise to experience the three excellent qualities, as well as aprocess of recognizing, understanding and experiencing happiness. However, what we cansee at present is students’ anxiety, depression and weariness. Their school life is usually dulland monotonous. Some students even have a tense relationship with their teachers. In theprocess of education, there is a lack of sense of happiness and a vague concept of happinessamong junior high school students. Then how to adjust this kind of state? Well, it requiressome feasible and related happiness education. Therefore, the author discusses the happinesseducation of the junior high school biology teaching.This thesis, based on the happiness education of junior high school biology, focuses onthe following five parts. The first part is introduction, which analyzes the research’s origins,status and significance. The second part is an overview of happiness education. It explainsthe concepts of students’ happiness and happiness education, as well as source of happinessin junior high school biology teaching. Moreover, the physical and mental basis as well asthe theoretical basis for high school students to receive happiness education is alsoexpounded in this part. Part three investigates and analyzes the status of students’ happinesslevels in junior high biology teaching. In this part, a questionnaire is designed to analyze thefactors impacting students’ sense of happiness. Part four is the construction of happinesseducation in junior high school biology teaching. In this part, a questionnaire is designed toanalyze the factors impacting students’ sense of happiness. Part four is the construction ofhappiness education in junior high school biology teaching. With related teaching cases, asystem of happiness education from the perspective of teacher, biology classroom teachingand students, is constructed. The core is to build students’ happiness, which is carried outfrom the following four aspects: education of happiness concept, aesthetic education,education of appreciation, and cognitive education of happiness through the process ofrecognition, perception, and creation. Part five is concerned with the case of happinesseducation in teaching and students’ evaluation. Based on the constructed happiness education, the author designs a case of happiness education teaching aiming at junior high schoolstudents. Then according to the results of students’ interview survey, evaluations of thisteaching practice are put forward. The final part is about conclusions. The author firstlymakes a tentative conclusion about this research, then introspects the insufficiency existed inthe study, and finally puts forward the improving direction in the future study.This thesis is unfolded by studying the happiness education in junior high schoolbiology teaching, with a case study as its teaching practice and introspection. The study leadsinto two conclusions: First, happiness education in junior high school biology teachingshould define happiness education-related concepts as its precondition. To make clear thesource of students’ happiness is also of necessity. What’s more, the study must be based onTheory of Hierarchy of Needs, Self-determination Theory, Goal Theory, and the physical andmental characteristics of junior high school students; second, applying the concept andprinciple of happiness education of this current thesis into the junior high school biologyteaching practice, it is efficient to promote the students’ interest of leaning biology andenhance their sense of happiness during the studying process.