Research On Emotional Teaching Of Geography Learning In Rural High School Students

Modern educational psychologist think that cognitive information and emotional information interaction between teachers and students coexist in the teaching process, Students’ learning emotion and cognition generate reinforce each other, so the emotional experience of students is overlooked factor in the teaching activities. In high school geography curriculum standards, will also be emotional attitudes and values determine the three-dimensional teaching objectives in one-dimensional. Currently in the rural middle school, student achievement has been the focus of rural schools and teachers, while emotional development of students and teachers in rural schools often was ignored. Rural high school students are busy learning all the day, confined within the campus, at the same time emotional needs are not met. In rural non-key high school students, It is quite common that students show no interest in their study, therefore the development of learning is under way.Based on Dantu Senior High School sophomore, Grade three high school geography elective classes 296 students study geography emotion questionnaire for their interest in learning from geography, geography learning attitude, geography motivation and self-confidence, geography learning process Students’sense of cooperation between the various factors, the teacher-student relationship geography study to investigate emotion, combined with practical, emotional learning for rural high school geography Present Situation and Causes were analyzed. Finding emotional status of rural high school geography learning is mainly for the following six aspects:l,they lack their interest in learning geography; 2, They have no correct attitude towards geographic learning; 3, they are not confident and have strong will to learn; 4, they can not cooperate with each other in geography learning; 5,The communication between teachers and students is not close enough.Faced with this problems, as a geography teacher for many years, I am glad to address the strategy system:the first is to take the local geography teaching as the carrier, actively building and geography among students, between students and teachers, learning emotional geography teaching mode between students and students, and to strengthen the students’ enthusiasm generated by the evaluation Geography learning emotional stability.In addition, combined with my own teaching experience with rural high school geography teaching practical empirical research, I took the 2015 session of Dantu Senior Middle School grade three(14) class as the experimental class, grade three (15) class as the contrast class, two classes are science parallel classes. After half term experimental study period, the questionnaire and data analysis and comparison found that:the implementation of the rural high school students emotional geography teaching can improve teaching efficiency; Focus emotion in geography teaching, it will help students a positive attitude towards learning and increase interest in learning; affective teaching helps between teachers and students, the interaction between life and harmony, in this way,we can help build a good teacher-student relationship and students-students relationships, Finally it will improve students’ personal qualities.According to the experimental results, some suggestions were emotional aspects of geography teaching strategies in the rural non-key high school geography teaching. These recommendations for the promotion of all-round development and sustainable development of rural geography education in the rural non-key high school students play a valuable role.