How to improve the effectiveness of emotional education in junior high school biology teaching

About the author: I graduated from College of Life Sciences of Jilin Normal University in 2003. Since I worked as a biology teacher in Changchun No.87 Middle School, I have worked hard, gone deep into classes and students, got along well with students and won their trust. He has accumulated rich teaching experience, formed many papers in his work, and won the first prize and the second prize in the national, provincial and municipal paper appraisal for many times, including the second prize in the collection of moral education papers in Changchun, the first prize, the second prize and the gardening prize in the collection of papers by the National Education Society. Although I won the honor, I will continue to work hard to enrich my teaching experience, teach and educate people, and be an excellent biology teacher.

Abstract: Emotional factors are one of the main factors that affect the effect of junior high school biology teaching. Especially in this curriculum reform, the importance of emotional education is highlighted. However, in junior high school biology teaching practice, there is a current situation of emphasizing cognition and neglecting emotion, which makes some students tired of learning and makes learning a burden. Based on the experience in teaching practice, this paper probes into the necessity of emotional education in junior high school biology teaching.

Keywords: junior high school biology emotion education, biology teaching ideology and morality

Text:

In the traditional educational concept, the goal of emotional education is only the incidental content of knowledge education. However, the newly implemented curriculum reform clearly puts forward the teaching goal of "emotional attitude and values", paying more attention to the role and influence of emotional education from the content and status, and paying attention to the influence on the ideological and moral construction of minors. At the same time, emotional factors are one of the main factors that affect the effect of junior high school biology teaching. However, in junior high school biology teaching practice, there is a current situation of emphasizing cognition and neglecting emotion. According to a survey of 839 teachers in 2/kloc-0 middle schools in China by Professor Lu of Shanghai Normal University, 6 1. 1% teachers think that the importance of emotional factors in middle school teaching is not in place, and more than 50% teachers think that they "don't know how to use emotions" because there is no theory and no specific methods, and 89.5% teachers ". This kind of traditional education without positive emotional experience makes students who are the masters of learning often fail to appreciate the happiness of learning and thus lose interest in learning. Some students are tired of learning, don't want to learn, play truant, don't know why they want to learn, have no ideological and moral concepts, and even embark on the road of crime.

There are many reports about this. On June 5438+ 10, 2002, Liu Haiyang, a fourth-grade student of Tsinghua University Electrical Engineering Department, poured drinks mixed with caustic soda and sulfuric acid into the bodies and mouths of bears raised in Beijing Zoo twice, causing serious injuries to three black bears, 1 Malay bear and 1 brown bear to varying degrees. That college student is only 2 1 year old. June 5438 +2003 10, Zhou Yichao, a student from College of Biotechnology of Zhejiang University, took the civil service recruitment examination of Xiuzhou District People's Government in Jiaxing City. After successfully passing the written examination and interview, he doubted the fairness of the recruitment work because he did not receive the notice of passing the medical examination, and deliberately retaliated. Finally, on Monday, Chao attacked with a knife, causing one death and one injury to the staff. On February 23, 2004, Ma Jiajue, a biotechnology major in the School of Life Sciences of Yunnan University, killed four students in cold blood after careful planning and preparation, because he could not handle interpersonal relationships correctly and made an enemy with his classmates over trivial matters.

These appalling events shocked the whole of China. Incredibly, all three of them are from high flyers, an "ivory tower", and they stand out after being selected at different levels. What people may overlook, however, is that Ma Jiajue and Shuk are both biology majors, and what Liu Haiyang did was just to verify a "biological experiment". There seems to be some inevitable connection between these three independent and accidental events. Although these events have passed for some time, in the silence after the news shock, we should deeply reflect on the current education, especially the current biology teaching in middle schools. Therefore, it is urgent to strengthen emotional education in junior high school biology teaching.

First of all, emotional education can cultivate students' excellent scientific literacy. Scientific literacy is mainly composed of scientific quality, scientific knowledge, scientific ability, scientific method and scientific consciousness, among which scientific quality is the key to good scientific literacy. Therefore, in the usual education and teaching, we should pay special attention to cultivating students' good scientific quality, which will help them scientifically deal with the relationship between man and nature, man and society, and man and technology. As far as training methods are concerned, the infiltration of emotional education is undoubtedly a shortcut from south to north.

This is mainly because "emotion" is used to cultivate students' scientific quality. Good scientific quality is based on good emotions. The influence of emotions is mutual. Most students' good moods come from teachers' emotional edification, and communication between teachers and students is the best way to edify them. Emotional communication between teachers and students in classroom teaching is the most practical, natural and effective. In class, teachers should make full use of each class and infect students with their sincere feelings, which will greatly stimulate students' enthusiasm for learning and cultivate good scientific quality. In teaching, we can use the "heart-to-heart talk" method of teachers and students to enrich students' emotions, so that students can acquire scientific knowledge in a relaxed teaching environment and develop positive study habits, which is the basis for students to obtain good scientific quality. If teachers enter the classroom with full passion and sincere love, they can strengthen and develop the appeal of classroom teaching, stimulate the feelings of teachers and students, and play a very good role in promoting the scientific quality of students.

Of course, it is also a good way to communicate with teachers and students in extracurricular activities, such as holding some extracurricular activities during after-school breaks. In this way, through the communication between teachers and students, we can deeply understand students' spiritual world and their thoughts. With an emotional foundation, there will be more care and understanding. Only in this way can we "inspire" the kindness, sympathy, happiness and optimism buried in students' hearts, which is helpful to cultivate the scientific quality of students' good emotional foundation.

In biology teaching, students' scientific quality can be cultivated through "science", mainly in some specific cases. For example, in the process of explaining knowledge, teachers can link solemn and sacred scientific knowledge with human flesh-and-blood creative activities by introducing anecdotes about people behind the teaching content, so that students can feel intimate with these knowledge. For example, Mendel's two laws of heredity are put forward, and there are many examples in teaching, which requires us to be a conscientious person in education and teaching, with the aim of cultivating students' scientific literacy. At the same time, in the process of cultivating students' healthy emotions, teachers can encourage students to overcome negative and vulgar emotions and let students understand that the road to success is full of hardships, and any success is obtained through unremitting efforts. Only those who have the quality spirit of hard work, perseverance and perseverance will taste the joy of ultimate success and finally achieve something. It can also be used to cultivate students' strong will, enhance their self-control ability and resist all kinds of emotional incentives, so as to cultivate students' single-minded scientific quality.

Secondly, attaching importance to emotional education in junior high school biology teaching is also to meet various "needs".

1. Infiltrating emotional education in junior high school biology teaching is the need to regain the "love of education". The so-called "love of education" refers to teachers' attitude of respect, care, trust and equality towards education, students and themselves. The essential attribute of education also stipulates that educational love has the basic characteristics of selflessness, indifference and constancy. Education means that it is a real unrequited dedication, which means that it faces the development of all students and people and all matters related to education. This kind of love has been accompanied by the whole career of educators and the whole learning process of educators. As Armitage said, "What is water in education? It's love, it's love. Without love, education will become a stagnant pool. No matter whether you are square or round, you can't escape a kind of emptiness. "

2. Infiltrating emotional education in junior high school biology teaching is the need of students' healthy growth. The development of natural science has reached an unprecedented level in modern society, such as the amount of knowledge, the amount of information and the frequency of knowledge metabolism. Since the late 20th century, life sciences have shown a strong development momentum, and remarkable achievements such as "cloning", "transgenic" and "human genome project" have firmly grasped the public. Teachers, students and parents also attach more importance to scientific knowledge than other aspects. It can be said that college and middle school students now have much more knowledge and information than students in any previous era, but it is accompanied by a general decline in moral level, a decline in social responsibility, an abnormal development of personal accomplishment, and various bad habits. The root of these problems is not the lack of students' scientific knowledge, nor the defect of students' knowledge structure, but the decline of humanistic spirit. When we impart scientific knowledge and skills to students, we often ignore people's spiritual development and spiritual needs, the direction of scientific and technological research and application, and the ethical issues that a citizen should abide by.

Take the above bear killing injury as an example. Apart from personality disorder and psychological abnormality, the main reason is that they lack the minimum life consciousness and humanistic care, which has a lot to do with exam-oriented education, the only mechanism for selecting talents, and the lack of ideology and morality under this mechanism. These tragedies remind us that science and humanities are inseparable, and it is urgent to strengthen emotional education for students. The development of life science is changing with each passing day, and high and new technologies are emerging one after another. The research of these new technologies can benefit and harm mankind. Whether these high and new technologies bring happiness or disaster to mankind depends on how people who master science use them. Therefore, while we impart scientific knowledge to students, we can't ignore emotional education to students. Otherwise, it is likely to cultivate scientific elites who pursue pure science and theory, and cultivate scientific lunatics who master high technology by hook or by crook. Whitehead pointed out: "There is neither pure technical education nor pure humanistic education, both of which are indispensable." Semenoff, a famous scientist in the former Soviet Union, pointed out: "A scientist can't be a pure mathematician, a pure biologist or a pure sociologist, because he can't be indifferent to whether his work has made people's situation better or worse, otherwise he is either committing a crime or being cynical". Only under the guidance of humanistic spirit can science and technology advance in the direction that is most beneficial to the beautiful development of mankind, and only by infiltrating the care of emotional education can biology teaching better promote the healthy growth of students.

3. Infiltrating emotional education in junior high school biology teaching is the need of junior high school students' physical and mental development. Junior high school students are in adolescence, which refers to the transitional stage of children's growth and development to adults. It is a critical age for the initial formation of moral quality and world outlook, and also a critical period for human sexual function from germination to maturity. Middle school students in this period gradually matured in physiology, psychology and social behavior, and began to confirm and know themselves from psychology and behavior. The most obvious psychological feature of children in this period is the awakening of "self-consciousness", and at the same time, great changes have taken place in physiology and psychology. Because it is difficult to adapt or accept this change, they often have curiosity and fear about sexual maturity, and sometimes they are even troubled by sex. At this time, if we do not take active and effective educational measures in time to guide them. Therefore, schools should attach importance to and strengthen the education of students' sexual knowledge and morality. However, because adolescent junior high school students have a strong rebellious mentality, if they are educated rationally, they will inevitably be disgusted or psychologically confronted by students. Suhomlinski elaborated this point brilliantly. He said: "any kind of educational phenomenon, the less children feel the intention of educators, the greater the educational effect." We regard this law as the core of educational skills and the basis for finding the road to the soul. " This requires teachers to make full use of the hidden art in education and hide the conscious information under the conscious mind, so that the educated can gain a subtle influence without confrontation, thus achieving the educational realm of "moistening things and being silent". Therefore, the best way of adolescent education is emotional care. It is completely consistent to embody emotional care in youth education and advocate people-oriented educational concept. In addition, adolescent education embodies emotional care, emphasizes respect, understanding, care and love for students, and attaches importance to developing students' own role. While imparting basic biological knowledge to students, we should cultivate students' various abilities and good moral quality, and infiltrate sexual health education into teaching imperceptibly, so that teenagers can develop physically and mentally while increasing their knowledge.

To sum up, junior high school biology teaching needs to change the traditional teaching mode of attaching importance to knowledge imparting, intellectual development and skill formation, strengthen the imparting of humanistic knowledge and the cultivation of humanistic spirit, and infiltrate the care of emotional education, so it is very necessary to carry out emotional education in junior high school biology teaching.

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