Application And Exploration Of Emotional Teaching Method In Chemistry Teaching In Middle School

Chemistry is the basic subject of middle school students.Learning chemistry well can not only broaden their vision and improve their cognition of things,but also cultivate students' clear and careful logical thinking and serious and rigorous scientific attitude.Quality education has always been the focus of education in the new century,attaching more importance to the development of comprehensive quality of talents,so the voice of emotional teaching in middle school chemistry teaching is getting louder and louder.Positive emotion is the internal condition to promote the perfect combination and smooth progress of teaching and learning,and is the key to continuously promote the development of students' physical and mental health,emotional quality and innovative consciousness.Optimistic emotions can mobilize students' enthusiasm for learning,improve students' coordination ability,and enable students to master more knowledge in a short time.Middle school is the adolescence of life,and senior high school is the starting point of the whole high school life and the turning point of learning career.It is not only a favorable way to improve students' interest in learning,but also an effective way to cultivate healthy and positive learning attitude of teenagers.The research methods adopted in this paper include literature analysis,questionnaire survey,experimental investigation and observation.Through studying literature and literature,it is found that there are a lot of related researches on emotion teaching method,but most of them are applied researches on the application of emotion teaching in liberal arts,while there are relatively few researches on emotion teaching method in science.However,the previous research results also provide reference for the author to improve the research.By means of literature research,the topic,background,purpose,research method,research content and method of topic selection were defined,the related concepts of emotion teaching were defined,the theoretical basis of emotion teaching method was summarized,and the functions and teaching principles of emotion teaching were expounded.The present situation survey was conducted in the form of questionnaire.The author investigated the current situation of affective teaching method on 100 high school chemistry teachers in the area where the internship was conducted.Of emotional teaching method is very understanding of chemistry teacher proportion is 0,do not know the number of teachers accounted for 15.38%,understand a little of teachers accounted for 53.85%,visible high school chemistry teachers lack of understanding of the emotional teaching is,at the same time also can see the emotional teaching in chemistry in this science course is missing,still need to have a mature,perfect and feasible emotion teaching methods to fill the area.For high student survey found that 84.38% students want to have a chemistry teacher to lecture lively and interesting,it can be seen from the side the chemistry teacher in the classroom into active,active up,such as some positive emotions,can create vivid and relaxed classroom atmosphere,to form a harmonious relationship between teachers and students,increase the students enthusiasm in learning the knowledge of chemistry.According to the curriculum standard,the affective teaching principle,the affective teaching mode,the people's education edition chemistry compulsory first class many factors consider the affective teaching method to the high school chemistry teaching case design and the practice,has carried on the detailed teaching design to the dispersive system and the colloid,the galvanic cell and two cases.Based on the above investigation and design cases,the author chose two classes of senior one(10)and senior one(12)for practice and test in the internship school for one semester,and selected two representative students from each class and conducted case design and implementation.And implement emotion teaching method in the process of chemistry,conducted a midterm interview mainly survey on the students after class true inner thoughts and the initial results of chemical emotional teaching method,finally,in practice for students after the completion of questionnaire,the learning attitude and performance in class,learning initiative,the relationship between teachers and students,problems setting up the positive feelings,etc,by means of two class participation in the classroom,cooperative,ask questions,thinking ability,communication between teachers and students,thinking innovation,homework completion,and apply these aspects to analyze students' learning outcomes in the chemistry classroom.The results of the collected data analysis are as follows :(1)students' interest in chemistry has increased.After the implementation of emotional teaching,the proportion of students who prefer chemistry is 84.38%,and the implementation effect is very considerable.(2)students' enthusiasm for learning chemistry is aroused.Attentively listening students reached 85.94%,which is the acceptance and affirmation of the chemistry teacher's emotional teaching method.(3)the relationship between students and teachers is more harmonious.79.69% of the students discussed problems more frequently than before,and the emotional teaching promoted the emotion between teachers and students.(4)students' learning effect has obvious advantages.Through the study of chemistry emotion teaching method,78.13% of students pay more attention to daily production and life.More and more students are becoming positive,both in and out ofAccording to the actual situation of the chemistry teachers and students,the corresponding Suggestions are put forward :(1)combine emotion in teaching and cultivate emotion with emotion;(2)enhance students' safety awareness;(3)learn to praise,pay attention to praise;(4)be a creative teacher;(5)exceed the expected strategy;(6)strengthen the cultivation of aesthetic education for students.