Research And Practice On High School Biology Teaching Strategies From The Perspective Of Positive Emotions

In 2017,the Ministry of Education of the People’s Republic of China issued the Biology Curriculum Standards of General High School,which pointed out the need to develop students’ core competencies in the field of "life concepts,scientific thinking,scientific exploration,and social responsibility".With the continuous deepening of curriculum reform,the development of students’ core competencies in the subject has become a key focus of current education and teaching.Literacy oriented classroom teaching reconstructs teaching values and objectives,and the development of students’ core competencies is inevitably accompanied by changes in personal emotions.Emotions not only affect an individual’s physical and mental development,but also have an important impact on their cognitive process,significantly affecting various factors in the learning process,including attention,memory,and motivation.When students’ emotions are in a positive state,their cognitive level can be improved,which is beneficial for improving their academic achievements.At the same time,the development of students’ physical and mental health is increasingly becoming an important issue of widespread concern.However,in current classroom teaching,students’ emotional state is rarely paid attention to.Therefore,how to optimize students’ emotional experience in classroom learning,mobilize their positive emotions,and play the role of positive emotions in promoting students’ learning is a problem worth educators to consider.This research studies and practices the teaching strategy of mobilizing students’ positive emotions in biology teaching in high school,with a view to providing ideas for optimizing classroom teaching.This study first reviewed relevant literature through literature research,analyzed and clarified the current research status of positive emotions applied in teaching,defined core concepts,and analyzed the neural mechanisms of positive emotions on individual attention,memory,and motivation through literature review,to find the theoretical basis for the study.Secondly,students’ questionnaires and teachers’ interviews were carried out in the practice school to understand the students’ emotional situation and teaching status in the current biology classroom teaching,find out the problems in teaching and the entry point to mobilize students’ positive emotions and optimize classroom teaching in the high school biology classroom.Based on teaching practice,the author attempts to optimize the design from five perspectives:classroom atmosphere,teaching design,etc.,and proposes a high school biology teaching strategy to mobilize students’ positive emotions: creating a safe and positive classroom atmosphere to provide an environment for mobilizing students’ positive emotions;Optimize the teaching design process to promote the generation of positive emotions among students;Carry out positive group cooperative learning to mobilize the positive emotions of students in social interaction;Adopting timely and positive feedback and evaluation to increase students’ positive emotional experience;Establish a positive and harmonious teacher-student relationship to enhance emotional communication between students and teachers.And carry out teaching design,implement teaching experiments,and finally test and analyze its effectiveness through methods such as questionnaire survey,and draw research conclusions.Through this study,it was found that implementing teaching strategies to mobilize students’ positive emotions in high school biology classrooms can create a more positive biology learning environment for students,effectively mobilize their positive emotions,increase their positive emotional experience in biology classrooms,enhance their classroom participation and satisfaction,and ultimately achieve the goal of promoting students’ physical and mental health development and improving their learning outcomes.This study is guided by the relevant research theories of positive emotions,and provides certain ideas and references for optimizing high school biology classroom teaching and promoting students’ achievement of subject core literacy.