Investigation And Strategy Research On The Implementation Of Emotional Education In Senior High School Chemistry Classroom From The Perspective Of Core Literacy

In recent years,the rapid modernization of China’s society has created a massive demand for high-quality talents.However,in the continuous process of talent production,the attention to "human" themselves is unconsciously much lower than the attention to knowledge and ability.Emotional education is an important research perspective in response to transformation of "test-based education" and the lack of emotion in educational practice.Taking high school chemistry as an example,the "General High School Chemistry Curriculum Standards(2017 Edition,2020 Revision)" has emphasized the importance of core literacy in chemistry since 2017,clarifying the correct values,necessary character,and key abilities that students should achieve after learning the curriculum.The implementation of moral education requirements of the subject implies the need to cultivate the emotional dimension of the "complete person".Emotional education is essentially a part of moral education.Therefore,it is necessary and important to implement emotional education in chemistry classroom.Based on this research background,the current research status of emotional education and classroom observation at home and abroad is reviewed,the mismatch between the current implementation status and implementation requirements of emotional education in the domestic middle school classroom is discovered,and the direction of investigation and countermeasure research on the current situation of emotional education in the middle school chemistry classroom is determined.Based on the existing research results,this paper redefines the meaning of emotional education implemented in the middle school chemistry classroom: in the process of teaching and learning in the middle school chemistry classroom,teachers and students pay attention to and understand each other’s emotional and affective state changes due to the dynamics of classroom teaching and learning,and are able to make certain positive responses and development accordingly(from a practical point of view,it mainly refers to the verbal behavior of teachers and students).Thus the teacher-student and student-student emotional-interaction atmosphere is created and students’ academic growth is promoted.For students,the emotional and emotional state transitions here include not only the happiness and sadness of the mood,but also the motivation for communication,willingness to learn,and emotional states such as a sense of achievement and pride generated during the lesson.There are three key issues to be addressed during the research process: first,how to investigate and analyze the current situation of emotional education in middle school classroom scientifically and effectively.Secondly,how to propose targeted improvement measures based on the survey results.Thirdly,how to verify the effectiveness of strategy implementation after proposing improvement strategies.In this study,the "AffectiveInteraction" classroom observation guide and the Flanders Classroom Observation System(FIAS)were selected as the reference for developing an observation tool for affective education in the classroom,and the development of the FIAS-based observation scale for affective education in high school chemistry classrooms and its first round of use are demonstrated in Chapters 3 and 4 to address the first research question.The adapted version of FIAS includes 14 primary codes and 21 secondary codes.The three,four,five,six,seven,eight,and eleven levels of primary coding all include more detailed secondary coding,mainly focusing on the observation of the implementation of affective education in chemistry classrooms in the setting of secondary coding.The corresponding ratio calculation formula,matrix and coding principle have been adapted,and a certain reliability and validity test has been conducted,which proves that the adaptation of FIAS has a certain degree of reliability.Based on the adaptation of the FIAS tool,a survey of emotional education in chemistry classroom was conducted in two parallel classes(to avoid contigency)of selected senior one.The results of the first round of classroom observations in the sample classes revealed that there was a lack of emotion recognition and emotion response in the teachers’ emotion interaction behaviors in the chemistry classroom,while the students’ emotion expression and emotion response rates were even lower.Based on the relevant theoretical foundations,countermeasures for improving emotion education from three perspectives: school,teacher,and student,are proposed in Chapter 5.In order to further verify the effectiveness of the countermeasures,in Chapter 6,the process and results of teaching intervention in the implementation of emotional education in the chemistry classroom in the sample class were analyzed.The main steps were to provide relevant suggestions on classroom verbal behaviors and interaction styles for chemistry teachers,to track and record the chemistry classes in the sample class,and to collect the second round of classroom observation results after one and a half months of educational practice.The analysis of the practical results of the improvement measures for emotional education includes the comparison of the first and second rounds of classroom observation results based on the adaptation of FIAS,the comparison of student scores and rankings,and the statistics and analysis of student questionnaires.It proves that the emotional education practice implemented in this study has a significant impact on the construction of harmonious teacher-student relationships in the chemistry classroom,the formation of a good classroom atmosphere,the improvement of students’ academic achievements and positive self-evaluation.The last chapter summarizes the emotional communication characteristics between teachers and students in the high school chemistry classroom obtained from the entire study,reflects on the limitations of the study,and prospects for future research directions.Overall,this study has achieved relatively ideal research results,proving the positive significance of implementing emotional education in chemistry classrooms in various aspects,and aims to provide some reference for later researchers of emotional education.