Because the content standards in the field of emotional attitudes and values have a long reaching period, students need to participate in various learning activities in daily classes and acquire them on the basis of experience, which is characterized by a process from quantitative change to qualitative change. Therefore, the teaching materials should have the characteristics of permeability, gradualism and integrity.
Permeability means that the content standard in this field does not appear in the teaching materials as an independent teaching content, such as teaching students how to "want to know, love to ask questions" or how to "realize that man and nature should live in harmony", but constantly permeates the teaching content in different knowledge and skills fields, attracting students with beautiful pictures, interesting activities and the charm of knowledge and skills content itself, so that they can learn all kinds of knowledge and skills. For example, a beautiful photo of exotic flowers and plants can make students feel the magic and beauty of nature, while a photo of garbage mountain and desert can also make students realize the importance of environmental protection and the harmony between man and nature. Drawing an imaginary picture can make students express their feelings about something, and listening to a scientist's story can also make students understand what to do in scientific study and scientific inquiry.
Progressiveness reflects the order of the process of reaching the content standard in the field of emotion, attitude and values.
The classified query of periodical articles lies in periodical database, because it is a process of accumulation and gradual change, and a process from quantitative change to qualitative change. Therefore, this feature must be reflected in the teaching materials. From the formal point of view, each content standard may penetrate into different knowledge and skill teaching contents, and there is no necessary connection between these contents, showing irrelevance and discontinuity; However, judging from the arrangement order of the content standard itself from the initial appearance to the gradual accumulation, and then to a certain degree of sublimation, it presents a process of continuous development from shallow to deep. According to this principle, teaching materials should reflect the content standards in the field of emotional attitude and values.
Sacredness means that for a set of teaching materials, the final embodiment of the content standards in the field of emotional attitudes and values stipulated in the middle school science curriculum standards should be holistic and complete. You can't simply ask each textbook to have a complete overall embodiment, and don't easily divide the content standards in this field into detailed tutorial standards according to the results, otherwise it will easily turn the content standards in this field into mechanical skill training and alienate your original intention. Teachers must pay full attention to this.
Because the content standards in the fields of emotion, attitude and values are permeable, progressive and holistic in the teaching materials, the implementation of the teaching process mainly depends on the activity teaching method, that is, teachers cannot directly "impart" these content standards to students through explanations, demonstrations, experiments, exercises and examinations. Instead, we must create various activities, such as doing, drawing, playing and so on, so that students can participate in these activities. Some of these experiences and sentiments are felt and expressed by students on the spot; There are also some students who didn't feel it immediately and didn't show it clearly, but as a potential experience and sentiment, they accumulated in their hearts for the time being. With the process of learning, this accumulation will continue to accumulate, and to a certain extent, it will change from quantitative change to qualitative change, resulting in epiphany and display.
And good activity design is the premise to ensure the implementation of content standards in the field of emotional attitude and values. The so-called good standards here mainly refer to whether the content and form of activities can reflect the specific content standards in the field of emotional attitudes and values, whether there is a close internal connection between them in connotation, and whether there is a disconnect between activities and content standards. Because the content standards in the field of emotion, attitude and values are often based on the content standards in the field of knowledge and skills, and penetrate into the implementation process of the content standards in the field of knowledge and skills. When designing activities in teaching, activities are often arranged around the content standards in the field of knowledge and skills, while ignoring the content standards in the fields of emotion, attitude and values, which must be highly valued by teachers. When designing each activity, we should check its relevance to the content standards in the field of emotional attitudes and values. Good activity design should also be students' interest, willingness to participate and high degree of investment, which can stimulate their curiosity and thirst for knowledge. These standards should also be included in the evaluation plan as an index to evaluate the effectiveness of the design content of the activity.
The process evaluation of activity teaching mainly depends on teachers' on-the-spot observation and judgment, especially students' participation, interest stimulation, experience and perception. When designing an effective activity, the teacher's main task in the implementation is not only to organize the activity step by step, but also to pay attention to the implementation of the content standards of knowledge and skills. More importantly, they should patrol and observe, be ready to answer all kinds of questions that students may ask at any time, and give all kinds of effective guidance to guide their interest and attention into their due experience and sentiment, so as to promote the occurrence of students' experience and sentiment. This requires teachers to have the ability to master classroom teaching with wit.
Practice has proved that students' mathematics learning can not be separated from emotional teaching. In order to fully mobilize students' learning enthusiasm, develop their intelligence and achieve the cognitive purpose in teaching, we must start with strengthening emotional teaching.