On The Emotional Factors In Physical Education

First, it is the topics of the background, status and significance of the paper. It should be to promote the basic quality of the individual development and conducive to social progress to express the purpose of the education of physics. These two aspects are equally important. We mainly explore that the physical education should be responsible for "emotional intelligence". Of course, the educational reform noted the training for emotional experience. However, the reality of the physical educational is worrying!Students are wearing and even fear of the physics. This is no real emotional education. The reasons, it is such a number:①The educational environment and school education utilitarian. Utilitarian nature of educational reality make the teacher only to concern that students master the knowledge, problem-solving capabilities. While, they are ignoring the emotional experience of students and their emotional development, ignoring inside feelings of students to physics.②The Professionalism of Physics Teachers need to be greatly enhanced. Majority of physics teachers are not keenly aware of it, or can not effectively imply the physical education-emotional nurturing functions.③The physical materials of emotional factors in books should be strengthened. Individual knowledge is built by a process of subjective construction. And students'learning cognitive processes of physical knowledge is corresponding to the emotional experience of the student. Emotional experience is the feelings of human life, the theme of life.In the second chapter of the paper, we discussed the relevant educational theory:Humanistic educational theory, Constructivist teaching theory, Ausubel's learning theory and Motivation Theory. It is a basis for discussion of physical education and emotional education.In chapterⅢ, we talked about the concept of emotional. Respectively, we discussed the feelings and emotions, feelings and needs, as well as emotional intelligence of physics teachers and emotion on physics of students. Emotion is an important aspect of human experience. People experienced emotion in physical and in the psychological. and they expressed emotion. In general Psychology, emotion is defined as:people reflect the objective reality on a special form of human beings. For the objective reality meets the needs arising from the attitude of experience. It can be seen:emotion is a subjective experience, subjective attitude or subjective reflection of the subjective sense of belonging. With situational and temporary feelings, emotions often caused by everything around him and those occasions, it changes things conversion. Emotions and needs are closely related. Needs are the media that generated emotion. If students can explore the physics to produce strong emotions, their learning must take the initiative. Students will become actively involved in the driving force to study physics. In the fourth chapter, the education of emotional intelligence about physics teacher and emotions of students to learn physics were investigated. Statistical tables and bar graph statistical analysis are more intuitive. Results indicate that the education emotional intelligence about physics teachers and the cultivation for emotion on physics of students is necessary.Conclusions:the emotional intelligence of physics teachers and emotional subjects of students need to cultivate. In chapterⅤ, it discussed the strategies about cultivation on physics teachers' emotional intelligence and in physics course the cultivation of emotional intelligence of students. Teachers should control their emotions to cultivate a gentle temperament and to develop a peaceful state of mind. Emotional education for students is to infiltrate the various specific aspects.It expected to improve the effectiveness of education about physics.