Emotional Teaching Intervention Study On High School Students' Learning Burnout

High school stage is the key period of the formation of the concept of individual life and values,but also the important period of the students' learning and life.Due to the learning pressure is too large,there are many students lose interest in leaning.They always feel disappointed.These phenomena are generally considered to be the performance of learning burnout.Learning burnout will affect students'physical and mental health,reduce the learning efficiency.The students will not confident about themselves in the daily life.In this discussion,we will use high school students learning burnout scale" written by Qiao Hu,Zhejiang Normal University as measuring tool,we will take HY high school as the experimental object,we selected two groups randomly:the experimental group and the control group.Experimental group accepted emotional teaching intervention in history learning while control group accepted traditional teaching.The independent variables of this study is the emotional teaching in history,the dependent variable is learning burnout feeling among high school students.Finally,analyzing the research data,and getting conclusionsThe results are as follows:1.Through the emotional teaching,there was significant difference in the depletion of emotion,learning inefficient power feeling,physiological depletion dimension between experimental group and control group.There was no significant difference experimental group and control group rence on the dimension of the alienation between teachers and students.2.Through the emotional teaching,the difference on academic achievement between experimental group and control group is significant.Conclusion:1.In the teaching of history subject,the infiltration of emotion teaching strategies can improve the students' learning burnout.2.After the implementation of the strategy of emotional teaching,students academic achievement has been improved,and the learning effect is obvious.