Chemistry Biographies And Humanistic Spirit Education

Since the1980s, the humanistic spirit has begun to develop coordinately with scientificspirit, aiming to cultivate talented persons with all-round development. The new curriculumreform clearly states,"Compose curriculum system of high school in the background of thehuman culture, fully reflect humanistic connotation of each subjects and make the students’humanistic spirit developed by the new curriculum working’’. Nowadays some high schoolstudents lack strong awareness of overcoming difficulties actively, having weak willpower,being self-centered and not communicating and cooperating with classmates, which are theperformance of the lack of humanistic spirit, so we educators must take responsibility forthem.As a main position of high school education–the classroom teaching have toshoulder the responsibility of cultivating humanistic spirit. Biographies of chemistry coveredin chemistry, contain rich elements of humanistic spirit which not only can cultivate students’humanistic spirit effectively, but also stimulate students’ learning enthusiasm and improve theteaching efficiency if made use of scientifically and rationally.The essay studies the connotation of humanistic spirit, according to thequestionnaires to some chemistry teachers and students of Weifang counties, investigating thecurrent state of cultivating humanistic spirit in high school. The teaching design and teachingpractice are made based on teaching materials, such as Chemistry I, Chemistry II, Chemicalreaction principle which integrate Biography with Chemistry knowledge. Specific studies areas follows.First, refer to information. Guided by theories of psychology and education, compilethe questionnaire for teachers and students with the humanistic spirit, making a preliminaryinvestigation of the present state of humanistic education permeated by chemistry teachersand students’ humanistic spirit, studying and analyzing the results.Second, integrate Biography of teaching materials with Chemistry knowledge, makingteaching design and teaching practice.Third, after teaching practice, make informal discussion and questionnaire survey aboutsome students and compare the former results of the teaching practice with the latter onesAccording to the studies above, conclusions can be drawn as follows. By permeating humanistic spirit of biographies of chemistry into teaching scientifically, students’ willpowerand responsibility can be strengthened, so that students have courage for innovations, enjoycooperating and communicating with others, which is beneficial to training students’humanistic spirit, promoting chemistry knowledge and improving teaching efficiency.