| The author has studied affective education in biological teaching in high school through documental study, questionnaire investigation, data statistics, and case studies and has studied the connotation of human sentiment and its status and cognition line in the structure of human nature, expounded the significance of affective education, and briefly reviewed the affective education at home and abroad, introduced the scientific basis and value of affective education, and also studied the affective characteristics of the high school students, and the main tasks of affective education in biological teaching in high school. The author has investigated and studied the situation about the affective education in biological teaching in high school, its target formation and case reflection. The study shows the high school biological teachers cherish their undertakings, realize the importance of the affective education and consciously make full use of affective influence in classroom teaching, however, they do not have enough understanding of it, so the quality of affective education is not high, moreover, they sometimes encounter some difficulties and resistances in their teaching process. The key of affective education in biological teaching in high school is to act according to the psychological characteristics of high school students, and in line of the teaching materials, accomplish the task of affective education. Full attention should be given to the creation of sentimental environment, the individual experiences. Take knowledge as media, the tasks of affective education and its value is to be permeated in every teaching practice, the reasonable sentiment and integrity of the students are to be developed and improved through all the knowledge acquirement and skill trainings. Through one year of teaching practice, we see that great progress has been made in the study quality, living attitude, and personal integrity of the students. |
