Constructing A New Three-dimensional Classroom For High School Biology Based On The Theory Of "Emotion-Knowledge Teaching"

The theory of " Emotion-Knowledge Teaching " was proposed by Ran Leng in the 1980 s,which specified the goal of education as "teaching to learn" and advocated a "three-dimensional structure" for teaching methods.Theoretical and practical researches were conducted by many scholars and front-line teachers.The theory had important guiding significance for teaching and learning was proved.However,with the development of the times,many factors were changed,and if we wanted to better apply the theory of "Emotion-Knowledge Teaching" to guide the teaching of high school biology,we needed to incorporate the blood of the new era into the theory.Therefore,this study was to build a new three-dimensional classroom based on the theory of "Emotion-Knowledge Teaching" to meet the needs of today's education and to improve the effectiveness of high school biology teaching through the new three-dimensional classroom.The principle of theory guiding practice was followed in this study.Firstly,the theoretical excavation of "Emotion-Knowledge Teaching" was carried out through literature research method.The theoretical basis and connotation of "Emotion-Knowledge Teaching" were grasped,and the current situation of the implementation of the theory of "Emotion-Knowledge Teaching" and the current practice of "emotional and knowledge" cultivation in high school biology were understood.According to the results of the study,the objectives of the new three-dimensional classroom were clarified,the new three-dimensional classroom was defined,and the guidelines were established.The teaching implementation model was developed according to the different types of courses.Teaching was then implemented.The role of the new three-dimensional classroom in promoting the development of both affective and cognitive factors in students was understood in depth through expert comments on the lessons,students' feelings about the lessons and interviews with students who were randomly selected.On the basis of theoretical analysis and current investigation,a new "cone-shaped" teaching structure was established.With the five key elements of "conflict,dialogue,task,responsibility and change" as the framework and the two-line development of students' "emotion and knowledge" as the "masonry",a novel three-dimensional classroom was formed.The study developed guidelines to its implementation,targeted teaching programs,and focused on students' interest in learning,learning methods,and the development of responsibility.The results had been shown in the teaching practice and effectiveness evaluation of new high school biology lectures,laboratory classes and review classes.The implementation of the new three-dimensional classroom in the high school biology classroom can effectively promote the formation of positive classroom ecology,so that students had positive emotions.In addition to ensuring that students learn to know and use their knowledge,students were able to establish good emotional and intellectual values,achieve the goal of "teaching to learn" in " Emotion-Knowledge Teaching ",and help students learn to be virtuous.This new "cone-shaped" three-dimensional classroom enriched and developed Ran Leng's theory of "Emotion-Knowledge Teaching",and was expected to provide a useful reference for the implementation of the fundamental task of moral education in high school subject teaching.