Research On "Emotion Attitude And Values" Strategies In Junior Middle School Physics

With the development of the new curriculum reform, the three dimensional goal implementation has a long history, but also produce a lot of problems in the process of using, and different disciplines produced different problems. This paper focuses on the physical science in the junior high school, and the physics in the junior middle school is an experimental science,which used to cultivate the students’ rational thinking. The goals of “knowledge and skills” and “process and method” is relatively easy to grasp in the physics of the junior middle school, but the goal of ”emotional attitude and values” is difficult to achieve. Many first-line physical teachers know a little about the goal of “emotional attitude and values”, and the implementation process is more rough, the goal in the process of teaching design is just a label. Therefore, the practical effect of “emotional attitude and values”goal in the physics is poor. The Paper will analyze and discuss the problem of teaching effectiveness about the goal of “emotional attitude and values” in the process of physics teaching.The paper give the overview of the research status at home and abroad about the goal of “emotional attitude and values” by the method of reviewing literature, points out the shortage of present research, which lies in the lack of system analysis on the theory and the practice, especially lacking of the teaching design about the goal of “emotional attitude and values”. And the system analysis about the “emotional attitude and values” goals is the key, including the connotation, the theoretical basis, the predicament and the reason, and some countermeasures on the problem of teaching effectiveness about“emotional attitude and values” in the physics of the junior middle school, which can improve the practical effect.The problems of the “emotional attitude and values” in the physics of the junior high school are closely link to the teacher lacking of knowledge about the goal,and to solve the problem”what is the goal?” is the first thing. The paper will give explanation respectively on the three concepts of the “emotion”, “attitude” and “values” according to the uniqueness of the physics of the junior middle school,which is more targeted, more specific and easy to understand and operate. And then explains the role and IV status of the “emotional attitude and values” goal in the physics of the junior middle school to attract the attention of the first-line teachers.In order to enhance the first-line teachers’ understanding of the “emotional attitude and values” goals, The paper expounds the theoretical basis of the goal of “emotional attitude and values” in the physics of the junior middle school, mainly from four angles to find theoretical basis: the marxist theory about studies of human being, education psychology, physical aesthetics ideology and the cultivation of innovative talents. The marxist theory about studies of human being stressed to cultivate all-round development of people. Education psychology emphasizes that teaching must abide by the student’s psychological development characteristic. Physical aesthetics requires that physical learning is not only the learning of knowledge but also the feeling and experience about the physical beauty. And the cultivation of innovative talents in the new century emphasized the importance of talents with independent personality, which is about the innovation of science and technology and the future of the nation. The theoretical basis explains why do you want to set “emotional attitude and values”goals in physics discipline of the junior middle school, and also further emphasize that the importance of the target to the student individual development and the country’s social progress.The analysis of the connotation and theoretical basis about the junior middle school physics “emotional attitude and values” goals solve the problems of the understanding of the target, and then to analyze the problems encountered in the process of concrete operation about the target, which can make the analysis of theory and practice together. The paper analyze the problems mainly from two aspects: teaching design and classroom teaching process. In the teaching design of physics in the junior middle school, “emotional attitude and values”goal setting is often “the form is greater than the content ”. many teachers set the “emotional attitude and values”goals as a formal operation in the process of teaching design, and did not give them substantive content, and the objective expression is often “abstract is greater than concrete”, which don’t have practicality and maneuverability. The teaching process design tend to be “the process is far from the target ” in the teaching design, namely the design of teaching process don’t revolves around the design of teaching goal. From the classroom teaching process analysis, “teacher is greater than student” in classroom teaching, the teacher daunted, not to respect the principal position of students. And “knowledge is greater than feelings” in the teaching process, too much attention to knowledge teaching, “attaches great importance to intellectual education and contempt of moral education”, “attaches great importance to knowledge and contempt of emotion”. Finally “the teaching practice is far from the teaching design”, the classroom teaching practice is often away from the instructional design phase, make the teaching design become a dead letter. The analysis of reasons is analyzed from the three factors, the teachers,school factors and the influence of the evaluation system. Exam-oriented education environment has not been fundamental changes, evaluation system still pay attention to the screening and selection, school doesn’t really realize the importance of the target, the first-line teachers also has the problem of unclear understanding or insufficient ability, so that weakened the actual operation effectiveness of the junior middle school physics“emotional attitude and values”goals.The paper finally discuss countermeasures through case analysis on the problems encountered in the actual operation of the “emotional attitude and values”goals in the physics of the junior middle school, mainly according to the reasons of the problems to discuss the countermeasures, including the evaluation system, the school and the teacher. From the perspective of evaluation system, the change of the exam-oriented education need to establish developmental evaluation system, which need to grasp the connotation and the concrete operation about the developmental evaluation system. From the perspective of the school,the school should have a correct understanding of “emotional attitude and values”goals to give the first-line teachers and parents correct demonstration and guidance. From the perspective of teachers, teachers not only should have a correct understanding, but also should take effective teaching practice. Effective teaching practice mainly include the teaching design and classroom teaching practice. The paper shows the operational sample of the specific teaching design through the case study, make countermeasures more specific and more operational.