The Analysis And Strategy Research On Emotional Biology Classroom Lead-in In Junior High School

In recent years,with the full implementation of quality education,emotional teaching has been widely concerned by many educators.More and more attention has been paid to the curriculum concept with the aim of developing students' core discipline literacy,attaching importance to the cultivation of students' positive emotions and penetrating into all teaching steps of various disciplines.Lead-in is the beginning of classroom teaching,which is of great significance to arouse students' interest in biological learning and improve classroom efficiency.Therefore,the quality of lead-in will have a direct impact on the teaching effect of the whole class.Biology teachers in junior high school,however,have weak consciousness in the emotional lead-in and pay much more attention to knowledge than emotion.Based on this situation,this paper fully demonstrates the concept,function,principle and theoretical basis of emotional classroom lead-in,and emphasizes the combination of theory and practice.According to the current situation of biological classroom lead-in in junior high school,this paper puts forward several specific strategies of emotional classroom lead-in on the basis of the existing problems and carries out teaching experiments,which can provide teaching reference for biology teachers in Junior high school and make classroom lead-in play its role better.In this study,literature research,survey research,statistical analysis,case analysis and experimental research methods were used to conduct a preliminary study on the introduction of emotional biology classroom in junior high school.Firstly,this paper conducts a survey on the current situation of biology classroom lead-in in junior high school,mainly by issuing questionnaires to teachers and interviewing students,so as to fully understand the current situation of biology classroom lead-in in junior high school.There are a lot of existing problems about lead-in,such as insufficient attention,unreasonable use of time,unclear purpose,monotonous form neglect of students' emotions,lack of interaction between teachers and students,teachers' negative emotions and so on.On the basis of the analysis of the problems,according to the current situation,objectives and characteristics of the subject of biology,this paper puts forward the following suggestions: attaching importance to the creation of situations and improving emotional experience;being close to the reality of life and enriching students' emotions;using interesting experiments skillfully to highlight biological characteristics;actively encouraging students to increase successful experience;arousing emotional resonance between teachers and students;paying attention to the combination ofknowledge and emotion;Eliminating negative emotions and creating a harmonious atmosphere.Secondly,in order to enhance the practicality of the proposed strategies,this paper mainly using classroom observation and questionnaire applies the proposed strategies to classroom teaching experiments,like setting up experimental classes and control classes.The emotional classroom lead-in is used in the experimental classes,and the traditional lead-in is used in the control classes.Finally,this paper draws a conclusion that the experimental classes are superior to the control class in terms of students' learning interest,classroom performance and teacher-student relationship.It can be seen that the effectiveness and feasibility of the proposed strategies about biology classroom teaching in junior high school are preliminarily verified.In short,through the analysis and summary of the above studies,the conclusion of this study is drawn and the shortcomings are reflected.