Study Of The Emotional Interaction Between Teachers And Students Based On The Democratic And Ecological Chemistry Classroom

With the constant progress of science and technology and the continuous development of society, the quality of people’s lives have been improved. In pursuing material life,people also begin to pay attention to the ecological environment, and the ecological consciousness gradually been accepted. In order to give a beneficial impact on human education, education scholars and experts try to fuse the concept and method of ecology into the education teaching activity.In the new round of curriculum reform, the basic education stage of the chemistry curriculum standard surrounding ecological ideas has made some changes: in the curriculum concept, advocating the sharing of resources, the equal opportunity and the initiative to explore the diversity of evaluation, etc; on curriculum content, it requires to be connected with the actual life of the students and provided more social practice activities, it also emphasizes the teaching situation, the development of students’ scientific research ability and team spirit, and the attention to the theory with practice; In the relationship between teachers and students, weaking the controlling force of teachers, restoring students’ initiative, getting along equally, with mutual respect, mutual assistance to make common progress; during the curriculum implementation, establishing ecological classroom, optimizing the classroom environment, conducting to development of a mutual learning between teachers and students.Classroom as the main educational activities to realize their own value, democratic and ecological class is the inevitable trend of education, teachers and students should contribute to the construction of the chemistry classroom. The teaching scene is a kind of mood change scene, teachers’ positive emotions could prompt the whole teaching activities with more stable and harmonious. So we can take advantage of the positive interactive emotions between teachers and students to promote the construction of chemical ecology classroom.Based on education practice in the ninth middle school, Harbin, the author uses interviews, classroom observation and questionnaire survey research methods to understand the teacher s’ attitude toward using of the emotional factors, and the emotional expression between chemistry teachers and students in the process of classroom teaching activities in high school chemistry classroom. Results show that most teachers can realize the importance of emotional factors in classroom teaching, but the number who taking advantage of it in the actual teaching activities is relatively less. Teachers and students would all be accompanied by positive and negative emotions, but more negative emotions experience in classroom teaching activities. The reasons may be as follows: first. In the aspect of students, the mainly impact factors are the differences in personality traits, the imperfection of knowledge structure, the academic pressure, the different emotion to teachers and so on; Second, as to teachers, their own temperament, theoretical knowledge level, old teaching ideas, the harmony of social relations, etc. also affects the teaching effect; Third, the environment aspects. the influencing of the natural and physical environment in class, the society, school, and family environment.At last, the author ease the bad condition of the emotion between teachers and students in the high school chemistry classroom by the using of voice, facial expressions, action, humor, and other ways.Moreover, around the chemical ecological democracy classroom standards, author use the reasonably and benign emotion interaction between teachers and students in the classroom teaching activity to promote the ecological chemistry classroom more perfect.