在高中化学教学中情感教育的行动研究
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摘要
当前高中教育正面临由应试教育向素质教育转轨的重要时期,如何使高中教育面向全体学生?如何全面提高学生的素质?这里有许多问题需要研究,其中对于大多数九十年代出生的独生子女中学生来说,注重情感培养,以情优教,具有十分重要的意义。而当代青少年学生往往表现出对困难缺少坚强的意志和克服困难的信心与决心,这就要求我们教师精心研究情感教育目标,在教学中渗透情感教育因素,培养学生对未来的积极态度,使他们有能力去创造一个可期望的未来。
本文试图借鉴国内外有关情感教育的研究成果,结合高中化学教学实际,探讨高中化学教师如何在教学过程中以积极的情感去渲染、教育和激励学生,使关于中学化学教学中情感教育问题的研究得到内驱力,从而达到预期的教育目的。
本文分四部分:
前言部分从对高中化学教学中情感教育的现状调查及存在的问题入手,阐述了本研究的目的。
第一章化学教学中情感教育的内涵与意义,分别从情感教育的内涵和情感培养的意义、化学学科中情感培养的可行性、必要性与要求三个方面阐述了本研究的意义。情感指在化学教与学的过程中所涉及的情感领域,包含了化学学习的情感、态度和价值观三个方面。社会的进步、民族的发展、当前的教育需要化学教学加强对学生情感的培养。
第二章高中化学教学中情感教育的行动策略与行动过程,根据情感培养理论,结合情感教学策略,从2006年8月开始在深圳市南头中学开展了为期6个月情感培养的教学实践,具体研究了高中化学教学中情感培养的策略,建立了情感教育培养措施,然后通过问卷调查和测验的方法,总结了教学实践研究取得的成效。在开展班级情感培养的同时也进行了个案情感培养的研究。结果进一步表明高中化学教学中开展情感培养的必要性与可行性,同时也为高中化学教师在教学中对学生进行情感的培养提供了可借鉴的案例。
第三章效果与反思,通过高中学生化学学习情感现状及其培养的初步研究,同时也指出了本研究中存在的不足之处。
本课题的研究表明,在化学教学中,对学生进行情感教育的培养和调控,努力开发学生的非智力因素,有利于提高学生的学习成绩和整体素质。
The current high school education is facing from the exam-oriented education to quality education in an important period of transition, how to make senior secondary education for all students? How to improve the quality of students? There are many issues here that need to be studied, for the majority of students only child born in the 1990s, the focus on emotional culture, gifted to the situation is of very great significance. The contemporary young students demonstrated the difficulties often lack a strong to overcome difficulties and the confidence and determination, which requires us to carefully study teachers emotional education goals, in teaching infiltration emotional education, training students a positive attitude toward the future, They have the ability to create a desired future.
This paper attempts to draw domestic and foreign research results emotional education with practical teaching high school chemistry, high school chemistry teachers how to explore in the teaching process in a positive sentiment to exaggerate, educate and encourage students to the middle school chemistry teaching emotional on the issue of education. This paper consists of four parts:
From the preamble of the high school chemistry teaching emotional education in the status of the investigation and the issues that exist, explained the purpose of this study. Chemistry teaching in the first chapter of the emotional content and meaning of education, from the emotional content of education training and emotional significance, chemical disciplines emotional train the feasibility; necessity and requirements of the three areas described the significance of the study. Emotion refers to the process of teaching and learning in the chemical involved in the emotional areas, including chemical learning feelings, attitudes and values three aspects. Social progress and national development, the current educational needs of students in Chemistry Teaching strengthen the cultivation of emotion.
Chapter II High School Chemistry Teaching Emotional Education action strategy and action process, in accordance with emotion culture theory and emotional teaching strategies, from the beginning of August 2006 in Shenzhen, the first secondary school in the South for a period of six months emotional culture of teaching practice, specific studies teaching high school chemistry in the emotional culture of strategy, the establishment of the emotional education and training measures, and then through questionnaire surveys and test methods, summed up the teaching practice on the results achieved. In carrying out the training of emotion classes also had a culture of emotional cases. The results further showed that the High School Chemistry Teaching in cultured emotional necessity and feasibility, as well as to high school chemistry teachers in the teaching of students in the cultivation of emotion can be provided from the case.
Chapter III effect and reflection, through high school students studying chemical emotional status and culture of research, the author of the current sentiment in Chemistry Teaching Culture made a number of recommendations, it also pointed out that in this study the shortcomings.
Research on the subject shows that in the Teaching of Chemistry, the education of students and training of emotional control and work hard to develop their non-intelligence factors, the system helps improve student academic performance and overall quality.
本文试图借鉴国内外有关情感教育的研究成果,结合高中化学教学实际,探讨高中化学教师如何在教学过程中以积极的情感去渲染、教育和激励学生,使关于中学化学教学中情感教育问题的研究得到内驱力,从而达到预期的教育目的。
本文分四部分:
前言部分从对高中化学教学中情感教育的现状调查及存在的问题入手,阐述了本研究的目的。
第一章化学教学中情感教育的内涵与意义,分别从情感教育的内涵和情感培养的意义、化学学科中情感培养的可行性、必要性与要求三个方面阐述了本研究的意义。情感指在化学教与学的过程中所涉及的情感领域,包含了化学学习的情感、态度和价值观三个方面。社会的进步、民族的发展、当前的教育需要化学教学加强对学生情感的培养。
第二章高中化学教学中情感教育的行动策略与行动过程,根据情感培养理论,结合情感教学策略,从2006年8月开始在深圳市南头中学开展了为期6个月情感培养的教学实践,具体研究了高中化学教学中情感培养的策略,建立了情感教育培养措施,然后通过问卷调查和测验的方法,总结了教学实践研究取得的成效。在开展班级情感培养的同时也进行了个案情感培养的研究。结果进一步表明高中化学教学中开展情感培养的必要性与可行性,同时也为高中化学教师在教学中对学生进行情感的培养提供了可借鉴的案例。
第三章效果与反思,通过高中学生化学学习情感现状及其培养的初步研究,同时也指出了本研究中存在的不足之处。
本课题的研究表明,在化学教学中,对学生进行情感教育的培养和调控,努力开发学生的非智力因素,有利于提高学生的学习成绩和整体素质。
The current high school education is facing from the exam-oriented education to quality education in an important period of transition, how to make senior secondary education for all students? How to improve the quality of students? There are many issues here that need to be studied, for the majority of students only child born in the 1990s, the focus on emotional culture, gifted to the situation is of very great significance. The contemporary young students demonstrated the difficulties often lack a strong to overcome difficulties and the confidence and determination, which requires us to carefully study teachers emotional education goals, in teaching infiltration emotional education, training students a positive attitude toward the future, They have the ability to create a desired future.
This paper attempts to draw domestic and foreign research results emotional education with practical teaching high school chemistry, high school chemistry teachers how to explore in the teaching process in a positive sentiment to exaggerate, educate and encourage students to the middle school chemistry teaching emotional on the issue of education. This paper consists of four parts:
From the preamble of the high school chemistry teaching emotional education in the status of the investigation and the issues that exist, explained the purpose of this study. Chemistry teaching in the first chapter of the emotional content and meaning of education, from the emotional content of education training and emotional significance, chemical disciplines emotional train the feasibility; necessity and requirements of the three areas described the significance of the study. Emotion refers to the process of teaching and learning in the chemical involved in the emotional areas, including chemical learning feelings, attitudes and values three aspects. Social progress and national development, the current educational needs of students in Chemistry Teaching strengthen the cultivation of emotion.
Chapter II High School Chemistry Teaching Emotional Education action strategy and action process, in accordance with emotion culture theory and emotional teaching strategies, from the beginning of August 2006 in Shenzhen, the first secondary school in the South for a period of six months emotional culture of teaching practice, specific studies teaching high school chemistry in the emotional culture of strategy, the establishment of the emotional education and training measures, and then through questionnaire surveys and test methods, summed up the teaching practice on the results achieved. In carrying out the training of emotion classes also had a culture of emotional cases. The results further showed that the High School Chemistry Teaching in cultured emotional necessity and feasibility, as well as to high school chemistry teachers in the teaching of students in the cultivation of emotion can be provided from the case.
Chapter III effect and reflection, through high school students studying chemical emotional status and culture of research, the author of the current sentiment in Chemistry Teaching Culture made a number of recommendations, it also pointed out that in this study the shortcomings.
Research on the subject shows that in the Teaching of Chemistry, the education of students and training of emotional control and work hard to develop their non-intelligence factors, the system helps improve student academic performance and overall quality.
引文
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④联合国教科文组织.教育—财富盆藏其中[M].北京:教育科学出版社,1996: 1.
①彭频频.中学生化学学习动机和兴趣的最新调查报告[J].化学教育,2001(6): 27.
②卢家楣.对中学教学中教师运用情感因素的现状调查[J].心理发展与教育,2001(2): 55-56.
③卢家媚.对中学教学中教师运用情感因素的现状调查[J].心理发展与教育,2001(2): 55-58.
①鱼霞.情感教育[M].北京:教育科学出版社,1999:46.
①徐世贵.论情感教学的功能[J].辽宁教育,2000(Z1): 22.
①中华人民共和国教育部.全日制义务教育化学课程标准(实验稿)[Z].北京:北京师范大学出版社,2001:7.
②中华人民共和国教育部.全日制义务教育化学课程标准(实验稿)[Z].北京:北京师范大学出版社,2001:8.
①布鲁纳.布鲁纳教育论著选[M].北京:人民教育出版社,1984:212.
②卢家楣.以情优教的理论与实证研究[M].上海:上海人民出版社,2002:?.
1.中华人民共和国教育部.普通高中化学课程标准(实验)[Z].北京:人们教育出版社,2003.
2.钟启泉.基础教育课程改革纲要(试行)解读[M].上海:华东师范大学出版社,2001.
3.卢家楣.情感教学心理学[M].上海:上海教育出版社,2000.
4.卢家楣.情感教学心理学原理的实践应用[M].上海:上海教育出版社,2002.
5.卢家楣.以情优教的理论与实证研究[M].上海:上海人民出版社,2002.
6.刘知新,王建成.化学教育测量与评价[M].南宁:广西教育出版社,1996.
7.赞科夫.和教师的谈话[M].北京:教育科学出版社,1981.
8.实胜功.智商与情商[M].沈阳:辽宁人民出版社,2001.
9.沈德立,阴国思.非智力因素与人才培养[M].北京:教育科学出版社,1991.
10.沈德立,李洪玉,阴国恩.非智力因素的理论与实践[M].北京:教育科学出版社,1997.
11.燕国材,马加乐.非智力因素与学校教育[M].西安:陕西人民教育出版社,1992.
12.吴玉斌.心理学基础[M].北京:高等教育出版社,2003.
13.柯惠新,沈浩.调查研究中的统计分析法[M].北京:中国传媒大学出版社,2005.
14.裴新宁.化学课程与教学论[M].杭州:浙江教育出版社,2003.
15.孟庆茂,车宏生,冯伯麟.新世纪心理与教育测量展望[M].上海:上海教育出版社,2003.
16.屠荣生.师生沟通的心理攻略[M].上海:上海人民出版社,2002.
17.毕华林.化学教育科研方法.济南:山东教育出版社,2001.
18. [美]R. M. 加涅等.教学设计原理[M].上海:华东师范大学出版社,1999.
19.徐韵安.今天怎么做老师[M].上海:东华大学出版社,2003.
20.王振宏.学习动机理论[M].兰州:甘肃文化出版社,2001.
21.卢家楣.对中学教学中教师运用情感因素的现状调查[J].心理发展与教育,2001(2): 55-58.
22.李瑞祥.高一化学情感教育目标的制定与实施[J].化学教育,2001(9): 19-20.
23.孟献华.情感领域下的教学目标建构[J].中学化学教学参考,2004(Z 1): 66-67.
24.赵德成.新课程实施中的情感,态度与价值观评价[J].课程.教材.教法,2003(9): 10-13.
25.相佃国,王志法,秦军,王伯祥.化学学习兴趣的测量--高中学生化学学习兴趣水平的调查报告[J].化学教育,2000(12): 20-21.
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