Research On Infiltrate EQ Education In High School Chemical Teaching

Recent years,the whole society had pay more and more attention to the theory of emotional intelligence quotient(EQ for short).Schooling should not only develop the students' intelligence quotient(IQ for short),but also develop the students' emotional intelligence quotient. China's long history of exam-oriented education, thus improperly pay more attention to students' IQ than their EQ has led to increasingly fierce competition among students for good academic performance and as a result, many psychological problems among them. An increasing number of them are susceptible, unsociable, selfish, cold, dishonest and loose in morality. Suicide and crime and other extreme actions are as well found among a few of them. A worrisome psychology of Chinese high school students, indeed. High school students are ridgepole of our country in the 21 century, and the high school stage is the crucial time for the growth and the development of a person. Therefore its urgent affairs to carrying on EQ education in the high school teaching, and it's duty-bound obligation for every teacher, including chemistry teacher undoubtedly.This thesis, written from the chemistry teacher's point of view, dissertate the questions about infiltrate EQ education in high school chemistry teaching. The thesis introduces the content, motive and significance of EQ education. By analyzed the value of EQ education, demonstrate the necessity of infiltrate EQ education in high school chemistry teaching in the following five aspects: the epoch requires; the youth grow healthy needs; comprehensive advance diathesis education's need; education innovation requires; promote students' IQ needs. Analyses the feasibility of infiltrate EQ education in high school chemistry teaching in our country by refer to correlative literature and combine with the peculiarity of the subject. In allusion to the peculiarity of chemistry, grope for approaches to infiltrate EQ education in high school chemistry teaching. And put forward eight approaches to it: heighten the teacher's EQ; use chemistry experiment; dig EQ factors in teaching content; build high quality classroom atmosphere; use chemistry contact with daily life; with the history of chemistry; by the chance when students make mistakes; and enrich students' live out of classroom.