Research And Practice Of Fostering Students' Emotion, Attitude And Perceptive Value In Senior Chemistry Education

Based upon the needs of the times and China's development strategy for 21century, the Ministry of Education in China drew up and issued the new"Curriculum Standards" (in experiment) in 2003. Curriculum objectives are definedas three dimensions: knowledge and skills;process and methods;emotion-attitudeand perceptive of value. Aims of the three dimensions embody the basic belief andobjective law, which provide powerful strategies to ensure for eliminating the abuseof "teaching to test" and "learning to test", for changing the situation of stressingteaching knowledge and neglecting fostering students' emotion-attitude andperceptive of value. Knowledge, skill, emotion, attitude and perceptive of valuetogether form the overall and harmonious development for students, all of which arevery important without being absent. What's more, all the factors can promote andstrengthen each other, so that student's personality can be developed completely. Inorder to foster students to be qualified citizens with scientific attitudes for theirfuture development in society, we must develop complete education aboutemotion-attitude and perceptive of value in senior chemistry teaching settingaccording to the characteristics of chemistry, using effective teaching methods, andmeasurements.This study makes probes into emotion-attitude and perceptive of valueeducation in senior chemistry teaching from two dimensions—theoretical researchand teaching practice. In theoretical research, the author first makes a carefulanalysis of connotation of emotion-attitude and perceptive of value, educationalessential factors of emotional fields in chemistry curriculum standards,psychological basis of emotion-attitude and perceptive of value, characteristics ofaffection-based education in new chemistry curriculum belief, and then makesfurther study on the design of emotional educating objectives in chemistry teaching.Based on the study, the author raises several practicable chemistry teachingprinciples in affection-based content education and teaching strategies of fosteringstudents' emotion-attitude and perceptive of value. Based on theoretical research,this paper makes some teaching probes: 1) work out practicable affection-basedteaching objectives and set up the atmosphere which will benefit for fosteringstudents' healthy emotion-attitude and perceptive of value. 2) Make full use ofclassroom teaching, and assist with extracurricular instructions, without missing anyeducating chance. Teachers should make full use of 45 minutes inside classroom tomotivate students' interest in chemistry learning, with enlightenment as methods,with chemistry knowledge teaching, chemistry experiment teaching, probinglearning and discussing and exchanging as medium, with noble-minded scientists asmodels, trying to foster emotion content, with emotion, with truth, with intelligenceeducating and assessment;outside classroom, teachers should grasp the goodopportunities of emotion-attitude and perceptive of value, without producing anyeducating corner: 1) fostering students' emotion-attitude and perceptive of value,training extra-curriculum exercises 2) set good examples for students in everything;3) focus on interaction between teachers and students to build up excellentrelationship of them.As theoretical and practical research indicates, to develop the education ofemotion-attitude and perceptive of value in senior chemistry teaching is the way ofdeveloping students' overall personality and harmonious development, which is allfeasible. In this way, it not only can help promote students' interest in chemistrylearning, arose their positive enthusiasm, make relationship between teachers andstudents harmonious and strengthen students' cooperative communicative socialawareness and ability, but also can help students form healthy feelings, scientificattitudes and correct perceptive of determination value, meanwhile, student'sdetermination and self-confidence also will be trained and strengthened. Students'cognitive activities can't be weakened, but their cognitive level can be improved.