High School Geography Teachiing Strategy Research Based On Theory Of The Academic Emotions

From the perspective of educational psychology of people’s daily study, work and life are affected by emotions and feelings. Academic emotions of students intelligence factors in the cognitive and non intelligence factors in learning motivation and interest, plays a pivotal role. At present, most of the students are facing heavy academic pressure and trouble, and communicate with the teacher in charge teacher and less. At the same time, emotion regulation is an important part of mental health education, especially middle school teachers should have the ability to correctly understand and manage their emotions. Based on the status quo of China’s high school geography learning, the author has determined the research direction of geography teaching strategies.First of all, after a lot of reading the relevant literature, the author has been clear about the starting point of this paper, the core concepts and theoretical basis. At present, the studies of academic emotions from the concept, structure, characteristics, measuring and theoretical construction to adjust intervention has early into system, but also a lot of deficiencies and division. The field particularity question and geography have to follow up and strengthen the study of academic emotions. In this paper, through the questionnaire method, interview method, mathematical statistics and other scientific methods, mainly explores the following three questions: first, investigate high school geography studies mood overall status, development characteristics, influence factors and the status quo of the self adjusting, etc; Second, the paper puts forward corresponding high school geography teaching strategy; Third, about the part of the teaching strategy, to carry out the scientific experiment and the analysis summary.This paper generally involves three parts: the first part is the basics, including the contents of the first three chapters, the first and third chapter introduces the background, purpose, significance, research methods and ideas, the second chapter is Academic literature review of existing research mood; the second part is the core part mainly includes the fourth, fifth and sixth chapters of.Luoyang City, a high school with 360 students for the survey, carried out on the basis of a questionnaire prepared for the emotional high school geography industry and management analysis of the status of the investigation. On the basis of the analysis of the current situation, combined with the author’s own teaching experience, according to certain principles put forward a high school geography teaching related strategies. In addition, PEP combined with a high school geography compulsory first chapter III, "Earth movement" targeted to the specific design of the teaching cases. More importantly, with one or two high-class as subjects, launched a high school geography teaching strategies and analyze and summarize experimental study based on academic theory of emotion; the third part is the conclusion of the article, a brief summary of the conclusions of this paper, innovation and inadequate.Through series of investigation and experiment, the author sums up the following conclusions:(1) high school geography academic emotions overall majority with negative emotional experience. There is a gender difference and significant grade differences, and its main external influencing factors are discipline characteristic and teachers;(2) High school students lack the consciousness and ability of regulating geography academic emotions, and the level of using emotion regulation strategies are lower;(3) the implementation of geography teaching strategies can effectively improve the status of students’ geography academic emotions, reduce negative emotions, significantly enhanced positive emotional experience; and effectively improve the students’ consciousness and ability of regulating emotions;(4) the geography teaching strategies can upgrade students’ geography learning level as a whole.The innovation of this article is that extend the educational research psychological perspective of high school geography teaching, and by investigated and statistical analyzed geography academic emotions status quo, put forward and the experimental results show high school geography teaching countermeasures are effective and feasible.