The Application Research On Permeating EQ Education In Biology Teaching In Junior High School

The EQ education is perceived as the educational conception focusing on the development of students’ emotional intelligence and the improvement of their emotional quotient based on emotional intelligence theory and educational theory.The biology is the fundamental discipline through the entire secondary education process.Permeating EQ education in biology teaching facilitates cultivating science literacy and comprehensive development of the students,both development in IQ and EQ.Meantime,students’ physical and mental health can also be improved.Students from two classes at grade one in Shanxian experimental middle school of Shandong province was chosen as subjects.The students’ EQ conditions were investigated and the problems were analyzed through the questionnaire survey,interviews and case study.The strategies such as creating a harmonious classroom,flexible use of text book,improving the evaluation methods,and use of biological experiments were applied to permeating EQ education in biology teaching process.Furthermore,the comparison analysis of students’ EQ conditions before and after the application research was carried out.Here are the main research results:(1)The overall average of students’ emotional intelligence was 2.72 before the application research of EQ education permeating in biology class,which indicated that the students’ EQ conditions were overall positively developing whereas the unbalanced development existed among various factors.The averages of all factors from high to low were respectively shown as follows: interpersonal factor(3.16),adaptive factor(2.76),stress management(2.68)and internal factor of individual(2.26).(2)The overall EQ conditions of students were improved after the application research of EQ education permeating in biology for one semester.The overall average of students’ EQ after the permeating was extremely significant compared with that before(T=3.45,P<0.01).The average of internal factor of individual(T=2.17,P<0.05)and average of stress management(T=2.47,P<0.05)were significantly different than the data before EQ education permeating.Students’ learning interests and the language competence were boosted.The differences of interpersonal factor and adaptive factor between the data before and after the permeating were not significant.However,students’ abilities of analyzing and resolving problems were improved compared with abilities of that before permeating.(3)The language competence of students was greatly enhanced compared to that before permeating during the application research.Confidence was shown up in their study and life.They had positive emotion,and were willing to share and help each other.Classmates got along with each other harmoniously,and the class was enlivened.In conclusion,after the application research of EQ education permeating in biology teaching for junior high school,the content of biology course is enriched.Students’ learning interests are significantly increased in biology,and their autonomous learning ability is also promoted.Meantime,their overall EQ conditions are improved,and the comprehensive development is boosted.The quality of biology teaching elevated,and the three-dimensional teaching target is reached.Hence,it is certified that the EQ education permeating in biology teaching is adoptable,which provides basic data for better promoting the education reform through EQ education permeating in biology teaching.