Evaluation Studies Of Emotion, Attitude And Values ​​of High School Biology Students

Putting "emotions, attitudes and values" as one of the three major goals, "biological curriculum standard of high school" clearly expatiates on cultivating goals of emotions, attitudes and values as well as relevant teaching and evaluating suggestions. More and more teachers and education researchers have paid attention to emotions, attitudes and values, whose development and evaluation also get wide attention. However, in traditional education people paid attention only to "knowledge and skills" and there is little evaluation technique for emotions, attitudes and values, which make many teachers hardly understand goal levels of them and evaluation of them walk with difficulty. As a result, students' emotion, attitudes and values are hard to advance and their whole development is baffled. Therefore, analyzing and discussing questions as how to understand goal levels, what the evaluation content is and how to evaluate is greatly significant for biological education in high school.In order to solve these questions, this paper, first of all, clarifies rich meanings of emotions, attitudes and values in the new curriculum context, educational goals of them in biology and significance of evaluating them through studying data in and overseas and practices of new curriculum reform of our country.Studying on evaluation of emotions, attitudes and values is our keystone. Based on B.S.Bloom's description on goals of emotional field and the partition of feeling, identifying and internalization for emotions, attitudes and values, we explain the level for feeling, identifying and internalization; through analyzing "biological curriculum standard of high school" and biology teaching materials for high school, we sum up the main content of these goals; taking the idea of expansibility evaluation as guidance and analyzing characteristics of emotions, attitudes and value, we put forward such quality evaluation methods as investigation, observation and class inspiring language to evaluate students' emotions, attitudes and values and analyze them deeply.After theoretic study, we put these evaluation methods into practice study for a semester, and get conclusions as follows:1, it is feasible and right to use investigation, observation and class inspiring language to evaluate students' emotions, attitudes and values.2, some steady variables such as values, life attitudes, learning habits, living attitudes and science spirit need more time to change variously, therefore, in order to get richer and compelling results, these methods should continue to be tested in practice and validated and perfected in real education.3, using investigation, observation and class inspiring language to evaluate students' emotions, attitudes and values can promote nurturance of good behaviors. 4, investigation, observation and class inspiring language each has their own merits.5, education's essence and function decide that its effect hardly come true in a semester or one even several years, and it appears only when students leave school. Therefore, education research should be preserved.Innovation of this paper is that we analyze goal levels of biological emotions, attitudes and values in high school deeply and comprehensively, and validate feasibility and validity of investigation, observation and class inspiring language in practice study.