【作者】 吴惠东；

【导师】 尤永隆；

【作者基本信息】 福建师范大学 ， 教育， 2001， 硕士

【摘要】 “情感教学”是当前人们普遍关注的一大课题。随着我国素质教育的不断深化，人们越来越认识到情感教学在学科教学中的重要作用，并进行了有益的探索。本文在对海内外有关问题研究的基础上，结合我国初中生物教学现状，对情感的含义及情感教学的含义以及在初中生物教学中如何将情感教学与认知教学有机的结合起来进行了探讨。提出了初中生物情感教学应以教师为主导，充分调动各种因素，激发学生主体情感的发展的见解，并主要从备课、上课、实验、及课外活动四个方面阐述了情感教学的实施。作者认为，要切实做好情感教学，并发挥其作用，初中生物教师首先应转变观念，树立正确的学生观，注重理性认识与情感教学的协调统一，并努力探索更加科学、有效的情感教学效果的评价体系，从而使情感教学更加有的放矢，为学生形成高级情感奠定良好的情感基础。更多还原

【Abstract】 Emotional Teaching?is a universal subject concerned by people today. With the development of our country抯 quality education, people more and more realize the important role which emotional teaching plays in subjects and have done valuable researches. This essay combining our country抯 biology teaching of junior middle schools, has researched the meaning of emotion and its teaching and how to organically combine emotional teaching with recognition teaching. It urges that emotional teaching in junior middle schools should make the teacher dominant, bring every factor to the full and stimulate their student抯 emotion. It includes the following aspects: class preparations, classes, experiments and extracurricular activities. The author thinks that the biology teacher in junior middle schools should change their thoughts, set up the tight studentism, respect the unite of the rational knowledge and emotional teaching so that they would work hard at the research of more scientific and more effective emotional teaching and help their students build better emotion.更多还原