| In 2017,the state promulgated the New Curriculum Plan and Discipline Curriculum Standards for Senior High Schools,making it a new educational goal to develop students' core subject literacy.In the classroom teaching based on literacy,the effective organization and guidance of teachers are the key factors for the precipitation and reconstruction of students' literacy,which is inevitably accompanied by the generation of emotions.The effect of emotion on learning is significant,Therefore,how to identify students' emotions,how to optimize students' emotional experience in classroom learning,and how to adjust teachers' behavior according to students' emotional feedback are a series of issues worth thinking about.In order to solving the above problems,based on the theories of emotional psychology,emotional education psychology and effective learning,this study seeks for the common facial features of students' emotions by building an Face-Emotion Consistency System in chemistry classroom teaching.On this basis,it explores the correlation between teachers' behavior and students' emotions.The Face-Emotion Consistency System is based on facial motion coding system which writing by Ekman,it consists of two aspects: determining facial observation points and describing facial features commonly seen in the expression of various emotions.Using the Free Studio software according to the speed of one per second extraction students emotional state diagram,by observing different emotions expressing his brow,eyebrow peak,eyebrow end,upper eyelid and lower eyelid,the orbicularis oculi muscle,the upper lip and lower lip,mouth,and the change of the cheek,when using factor analysis method analysis of the emotional expression in SPSS19.0 facial observation point factor contribution rate,and summarizes the classroom students various emotions explicit common facial features,get thefollowing conclusions:(1)under the focus of each observation point in the normal state;(2)Eyebrows rise when surprised,and may be accompanied by lower lip down;(3)Eyebrows rise when confused,and may be accompanied by upper eyelid up or down,orbicularis oculi muscle tightening,lower lip down and corners of the mouth down;(4)When the cheek is down,the eyebrows may be up,the upper eyelid down and the lower eyelid up;(5)The lower lip is up,the corner of the mouth is down,and may be accompanied by brow up,brow crest,brow tail down and cheek down;(6)When pleased,upper eyelid goes up,lower eyelid goes up,orbicularis oculi muscles tighten,lower lip goes down,corners of the mouth and cheeks go up;(7)Disappointment when the corners of the mouth down,but may be accompanied by upper eyelid up,upper lip and lower lip up.In addition,students' eye direction and goal have nothing to do with learning when they are distracted.Selecting the student of the author whose scored 30 points,below 30 ~ 50,60 ~80 three students each of eight on a scale,using Free Studio software according to the speed of one per second extraction students emotional state diagram,statistics of its emotional state under different teacher behavior,obtain effective picture 36030,using correlation analysis of SPSS19.0 examines chemistry class teacher behavior and students sentiment,basing on the implementation of teachers' behavior as the independent variable,practice with the students' emotional state as the dependent variable research conclusion:(1)Any kind of teacher behavior may trigger all the emotions of students;(2)Concentration is a common emotional state of students in class;(3)Teachers' narration of life examples can trigger more positive emotional effects of students;(4)Individual questioning behavior of teachers can induce more positive emotions in students than overall questioning behavior;(5)During the teacher's experimental demonstration,the students had no absent-mind emotion,but the negative emotion was triggered: boredom(r=0.871,P=0.001),fatigue(r=0.853,P=0.002)and disappointment(r=0.665,P=0.036);(6)In the teaching-assisted behavior,teachers' inspection is better than waiting to urge students to learn;(7)Teachers' criticism can trigger students' positive emotions.I pick up one from the practice of classroom teaching "ionic reaction" in(6)class of senior one,and "chemical reaction rate and the limit" in(4)class of senior one as an example,the analysis of teachers' behavior in every link of classroom teaching students emotional state,guided by the assessment with students monthly exam grades to emotional effect under the effect of classroom teaching,is based on theemotional effect of the teaching design of the core elements and the principle,core elements:(1)class design interlocking link;(2)Reasonably design and deal with classroom problems;(3)Facilitate the knowledge construction driven by student achievement.The principle has the following two points: teaching students in accordance with their aptitude and the pattern of emotional cultivation of life.In view of the above research results,the author puts forward Suggestions on teacher behavior implementation and professional quality development.(1)Deepen students' systematic understanding and build a scientific,orderly and effective framework for literacy development;(2)To improving the grade and pattern of classroom teaching design and promote the development of students' emotional values;(3)Pay attention to the integration and release of teachers' quality in classroom interaction to stimulate students' true emotional state;(4)Improve teachers' professional skills,strive to be research-oriented teachers,and contribute to teaching development in a multi-dimensional way.By my knowledge level and other external uncontrollable factors,there are many defects in this study,further perfect.Happy learning is the student heart's desire,the emotional teaching is very important,there is still more related topics,such as different levels of the students' emotional effect and through regulating the student emotion regulation related to students' emotion on topics such as classroom atmosphere needs further research. |
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