Study On The Implementation Of Biological Affective Goal In High School In Shaanxi Rural Areas

Man is not vegetation but relentless. Maslow’s theory of demand is also clear in meeting the basic human survival needs, love and respect from others, self-gratification and other higher emotional needs. Applying to the field of education, because the objects we face are a completely self-conscious students. Thus, not only in education and teaching, students’ need of knowledge must be met, but emotional needs in the learning process of growing in order to implement emotional education. However, in the real teaching, the pressure forcing the examination-oriented education in some schools makes them pay attention to knowledge and education only, resulting in the frequent occurrence of school accidents, because students’ emotional needs are not metCoupled with an abstract view of the emotional education itself which is not be quantitative, it is a major problem that how to break the shackles of examination-oriented education in most rural areas and implement practicable emotional education faced in front of the school. As an experimental and natural science-based discipline, biology teaching bears many available resources of the development of emotional education, such as the history of science contains biological scientists to explore the process of the evolution of knowledge and knowledge of a variety of biological evolution process. Through these practices, students can not only master the ins and outs of the knowledge to avoid simply accept the superficial knowledge, but also learn to spiritual pursuit of scientific rigor in scholarship and tireless scientist who can be described as a specific emotional education of a good carrier. Therefore, the present study is to investigate high school biology teaching in rural areas in Shaanxi about their emotional status of implementation of the target, on that base, on the proposed implementation of appropriate emotional education is proposed, and the ways to promote the biological knowledge of the history of emotional education implemented in rural areas are explored.In this study, the above problems have been elaborated in investigation and theoretical studies. First, based on research "the emotional objectives status of implementation in rural areas of Shaanxi teaching high school’s biology research", the correspondents are participants in the training of teachers in rural areas from the grass-roots school biology teachers in Shaanxi Normal University. The typical biology teachers are from different schools in all regions of Shaanxi. Through questionnaires, interviews and other forms of field can understand the status of the implementation of the basic high school biology teachers in rural areas in Shaanxi in biology teaching emotional goals. Then, based on research and analysis of the reasons for the emotional status of targets in rural areas, practical recommendations are accordingly combined. Finally, the theory of literature, combined with the actual proposed regional strategies and methods, the paper has demonstrated the promotion of emotional education instructional design and lists typical case.Ultimately, after analysis, the corresponding emotional education in high school biology class is weakened in Shaanxi area. Most teachers put too much emphasis on exam-oriented education concerns the process of knowledge acquisition, while they ignore the knowledge gained, which is a major cause of lacking emotional education. In addition, the lack of emotional education theory and practice methods to guide and improve students’cognitive level of emotional education is also one of the reasons. In such situation, school should practice the quality education, and teacher ought to combine their behavior and thoughts. Besides, proactive analysis carried material excavated materials and emotional factors mobilizing students in the classroom, laboratory and extracurricular activities would strengthen academic emotional education. Combined with the current social hotspots emotional education, use of anthropomorphic technique gives knowledge "emotion" emotional education, good use of biological science history education to promote emotional six methods to effectively promote the implementation of the emotional education. Emotional education in these areas can further be implemented, and comprehensive development of students may be enhanced.