Emotional Education Research In High School Geography Teaching

Under the background of international education reform,China also carries on the new curriculum reform of the elementary education,with particular emphasis on quality education,aiming at seeking the whole development of cognitive and emotional quality.The new curriculum standards have a clear expression of emotional goal.In simple terms,the new curriculum standards emphasize the love of geography,position and values,scientific ideas and the basic quality of students,and pay more attention to the development of students’ personality.Moreover,comprehensive quality evaluation pays more attention to moral character,personality and emotion of students.However,the implementation of the high goals of emotional attitude and values in high school geography teaching is not satisfactory,and in most cases,it is easy to be ignored.After confirming the title of this paper,the author first reviewed both domestic and foreign literature and works about research on emotions.Then the author makes full use of the internship opportunity of giving classes to carry on the investigation and research on the present situation of emotional education in high school.This paper is divided into six parts: the first part mainly elaborates the research background,purpose,significance,content and method,as well as the literature review both at home and abroad.The second part mainly introduces the definition of related concept and the theoretical basis of emotional education in high school.The third part mainly expounds the importance and feasibility of the implementation of emotional education in geography teaching of high school.The fourth part mainly investigates the current situation of emotional education in high school through questionnaire,and finds out the present situation and the reason of the investigation result.The fifth part concludes the main problems of emotional education in high school through analysis,which include:(1)high school students have strong interests in emotional knowledge and activities,but with less acceptance and participation;(2)the importance that schools and teachers attach to emotional education is not enough;(3)schools and teachers lack knowledge about the direction and exact content of emotionaleducation in high school;(4)the method to acquire emotional knowledge is not diverse enough.Therefore,the author puts forward the countermeasures of emotional education against these problems:(1)to improve the quality of the teachers and improve the personal charm of the teachers;(2)the diverse training methods penetrate together;(3)the school,the family and the social forces work together and coordinate;(4)to establish a flexible and effective evaluation system to consolidate the effect of emotional education.The sixth part is combined with teaching practice,and takes "hydrosphere and water cycle" as an example of a case design.The author hopes to arouse and strengthen the importance of emotional education in high school through the systematic research of this paper,and to provide some reference value for the emotional education in the future,so as to improve the unsatisfactory current situation of emotional education of geography classes.