An Intervention Study Of Academic Emotion Of The Top Students In Second-year Junior High School

Since the Students in Second-year Junior High School get a rapid development in their physiology and psychology, they have got a more fiercer fluctuate in their emotion than other stages in Junior High School. While they have to face the sudden changes in their physiology and psychology and the anger, disgust and other emotion based on that, they also have to deal with the heavy burdens in their studies and finish their learning tasks with nice quality and quantity. So in this stage, students who get a better control in their own emotion, a more reasonable arrangement between their studies and lives have a advantage in their studies, which leads to a better finish in their later learning tasks. Physiological health classes are introduced to many junior schools under the environment when the physiological health is attached to great importance in china. With the policies pursued and followed through, the physiological health classes and activities become a regular and important issue, but with the existence of the problems of the disunity of teaching material, the difficulty in accessing the implement effects, the monitor trouble in curriculum implement, the real effect of physiological health classes needs to be measured and evaluated. This research is aimed to find the influence of the physiological health classes and activities in specific theme in Academic Emotion of the Students in Second-year Junior High School who are in the period of the emotion fluctuate.100 students who got the top grades in the latest examination are selected to have an academic emotion questionnaire survey. After eliminating the exceptions, students are divided into two groups, which have little difference in average scores in their former examination. The results of the academic emotion questionnaire survey of the experimental group and the comparative group are put into statistics as the pretest data. Two months teaching are given in the experimental group and the comparative group. Certain issues related to academic emotion such as emotion, objective, self-cognition are taught in experimental group, while the comparative group received the lessons which have the same frequency, lesson hour and length but not related to academic emotion. After all the courses (interventional training) are finished, the academic emotion questionnaire is given to the two groups and the results are selected as the posttest statistics.Such conclusion are based on the research:(1) There is a significant gender difference of the Top Students’academic emotions in second-year Junior High School in more positive-low arousal emotions, negative-high arousal and negative-low arousal emotions.(2) Students’positive-high arousal emotions and positive-low arousal emotions have been positively related to their lately examination achievement, while negative-high arousal and negative-low arousal emotions have been negatively related to their lately examination achievement.(3) Physiological classes, group activities and interventional training has a certain influence in positive-high arousal emotions. There is a significant difference in the exam results in the same group, mainly reflected in the decline in the average exam results.(4) Experimental classes and control classes there were significant differences in the active intervention training after high arousal dimension, significantly higher than the control class experimental class can be seen from specific data, experimental class of negative emotions than the control class low wake lower academic achievement compared with the control classes.Finally, rethink the shortage of the research from the research method and design, put forward the planning ideas for later research, and have a discussion of the theory and practical significance of the research.