A Practical Study Of The Three Dimensional Modes Of Emotional Education In High School Geography Class

The emotional education of high school geography class is the inevitable demand for the establishment of the core values of the students.Based on studies of emotional education theories home and abroad,this thesis tries to construct the three dimensional modes of emotional education in high school geography class.Three modes refer the emotional experience in seeking truth(geographical reason education)and the emotional experience of seeking goodness(geographic ethics education)and the emotional experience of seeking aesthetics(geographic education of aesthetics).The ultimate goal of the three dimensional modes of the emotional education in High school geography class is to promote students’ emotional development and make them a man of truth,goodness and beauty.Each of the three dimensional modes include several sub dimensions.The sub dimensions of geographical reason education include the spirit of enjoying learning,the spirit of exploration,the spirit of questioning,and the sense of pride and confidence.The sub dimensions of geographical moral education include international vision,love for home and state and harmony between human and geography.The sub dimensions of geographical aesthetic education include understanding the beauty of nature,appreciating the beauty of the humanities,and interpreting the beauty of the map.The author tried drawing up three-class measure metrics of the three dimensional modes of emotional education in high school geography.The first class index consists of the three dimensional modes of emotional education.The second class index consists of the sub dimensions in each dimensional mode.The third class index is made up of the respective descriptions from teachers and students.This model can be used as the basis for the assessment of the status of education in high school geography,and it can also serve as the basic paradigm of emotion education implementation.Using the three dimensional index system of Emotional Education in High School Geography class,the author made a questionnaire and carried out a survey in some high schools in Yangzhou.The survey shows that students in Yangzhou have a relatively good emotional quality in geography,but there still remain some problems in three aspects:geographical sense of reason,geographical sense of morality and geographical sense of beauty.Having fully understood the status of emotional education in high school geography and the existing problems,based on humanistic psychology and the theory of multiple intelligences,and according to the requirements of this era of big data and geography subject characteristics,the author worked out three principles of emotional education in high school:the principle of subjectivity,the principle of the times and the principle of practice.The author also put forward some practical strategies based on the combination of the three dimensional modes of education,that is reason education,moral education and aesthetic education.In order to find out whether the construction of the three dimensional goals of emotional education in high school geography is reasonable and whether the implementation principles and strategies proposed by the author is scientific,the author conducted a study by comparing the experimental class which has been implemented with the three dimensional modes of emotional education with the controlled class which hasn’t been implemented with the three dimensional modes of emotional education.As was shown from the experiment,the implementation of the three dimensional modes emotional education in high school geography can enhance students’ emotional literacy,the geographical sense of reason,the sense of morality and the sense of beauty.While it has no obvious effect on students’ overall academic performance,it plays an important role in promoting the academic results of the excellent students and the struggling students.As is shown from the experiment,the overall construction of the three dimensional modes of emotional education in high school geography is reasonable,which can basically reflect the content of Geography Emotion.Nevertheless,there still remain some problems,such as the measure metrics of emotional education should be further enriched,the description of measure metrics should be further optimized and the implementation strategies also need to be further improved.