【作者基本信息】 陕西师范大学， 教育硕士（专业学位）， 2017， 硕士
【Abstract】 This study takes science education theory as the foundation, through the res ults of previous studies discussed, combined with the status of high school geogr aphy affective teaching in class, in-depth investigations and studies, attempts to p ut forward to have the maneuverability, more systematic and perfect the geograp hy affective teaching strategies, in order to contribute to the study of the theory of the high school geography classroom teaching, and stimulate the students’ inte rest in learning of geography, to help students establish a correct world outlook, outlook on life and values, provide some reference to improve the quality of hig h school geography teaching.Since the implementation of the new curriculum reform, the emotion teachin g has received the unprecedented attention, the Geography Emotion teaching has also become the new topic which is concerned in the geography curriculum refor m. The current domestic and international research for affective teaching has ma de great achievements, but most of the research is based on the basic psycholog y and pedagogy and other major subjects on affective little teaching and research specific to geography. Practice of teaching used in this paper for the emotional high school geography class will help make up for this shortcoming.Through access to literature to understand the development of affective teach ing theory, and organize research status, identifying research methods and technic al route. And from the emotional ties of geography teaching and start to recogni ze the importance of emotional factors in geography, through questionnaires to u nderstand the geography teachers teaching emphasis on emotion, emotional status of geography teaching and high school students emotional situation, and the res ults of a scientific survey of statistics and analysis.Subsequently, the author proposes to adapt the high school geography classr oom teaching emotional experiment was designed for high school geography clas sroom teaching design and reflect the emotion teaching, in this experimental clas s teaching design in a two-month experiment teaching geography emotional contr ol class continue to use the traditional method of teaching geography, during the experiment method using observational studies and comparative experiments dept h interview classes and control classes in geography teaching effect, confirming t he necessity and effectiveness of teaching emotional geography classroom implem entation.Ultimately from teachers themselves, teacher-student relationship, teaching co ntent, teaching evaluation and teaching environment puts forward five effective st rategies emotional geography teaching, teachers’ aspect refers primarily teachers s hould pay attention to personal image, personal charm and culture through its o wn on geography reflected enthusiasm infected students; teacher-student relationsh ip requires teachers to train in the teaching activities of good teacher-student rela tionship; outstanding teachers teaching geography teaching emotional factors expli cit content requirements, explore geography textbooks hidden emotional factors, a nd linked to everyday life and reflect the "life of Geography "; teaching evaluati on requirements for teacher evaluation forms, and to actively encourage the evalu ation of the main; teaching environment in addition to ensure that students have a beautiful learning environment outside also make full use of social resources, s tudents patriotism, Aesthetic feelings and outlook as well as the environment.The innovation of this study is designed to reflect the emotion teaching geo graphy teaching, and proposes specific geographic affective teaching strategies me thods.In this paper, emotional teaching high school geography class conducted a s urvey and analysis of the overall system, the following conclusions:1, Implementation of the emotional geography teaching can stimulate student s’ interest in learning geography, improve the efficiency of learning geography, st udents patriotism, emotional aestheticism, but also help students to establish a co rrect world outlook, outlook environment and sustainable development concept.2, Implementation of emotional teaching in high school geography classroom, teachers’ emotional state is very important, the geography teachers need in the c lassroom is full of emotion, full of enthusiasm and a good relationship between teachers and students, and create a relaxed and harmonious atmosphere in the cla ssroom, at the same time, we should optimize the environment for the teaching of Geography Emotion, not only for the enthusiasm of the students have great help and geography classroom teaching effect can be significantly enhanced.3, Affective factors in geography textbooks is very rich, teachers should esp ecially pay attention to discover implicit affective factors in the textbooks, teachi ng evaluation to to encourage and praise is given priority to, in the interest of s tudents learning geography, foster self-confidence in learning geography, but also help to improve the learning achievement of students.
- 【网络出版投稿人】 陕西师范大学