First, the connotation of emotion, attitude and values.
Emotion: not only refers to learning interest, enthusiasm and motivation, but also refers to enriching inner experience and spiritual world. Attitude: not only refers to learning attitude and responsibility, but also refers to optimistic attitude towards life, realistic scientific attitude and tolerant attitude towards life. Values: emphasize both personal values and the unity of personal values and social values; Emphasizing the value of science and the unity of scientific value and humanistic value; It not only emphasizes human value, but also emphasizes the unity of human value and natural value, so that students can establish the value pursuit of truth, goodness and beauty from the heart and the concept of harmonious coexistence with nature and sustainable development. Therefore, it can cover all kinds of emotional goals such as emotion, will, interest and so on, which can not be included in the original ideological education goals, and embodies the concern of curriculum goals for cultivating students' healthy emotions.
Second, the significance of achieving the goals of emotion, attitude and values
The goals of emotion, attitude and values are bound to be related to the implementation of new curriculum standards. It can even be said that whether the goals of emotion, attitude and values can be achieved directly determines whether the new curriculum standards can be effectively implemented and whether the new curriculum classroom teaching can be truly meaningful.
(A) to lay the foundation for students' life.
To achieve the goals of emotion, attitude and values, if we focus on the present, students will consciously enter a state of concentration in learning and exploration. Students will feel that learning is not only a pleasure, but also find their own value in learning, and will take learning and exploration as a means to realize their own value. Therefore, achieving the goals of emotion, attitude and values will enable students to enter the learning environment happily; If we focus on the long-term, the healthy and positive emotions, correct attitude towards life and clear values cultivated in the new curriculum classroom will become the driving force and steering wheel of students' future life and lay a solid foundation for their lives.
(2) Let teachers experience the joy of education and teaching.
Teachers' happiness in education and teaching is directly related to the realization of their values, which is mainly reflected in the healthy growth of students. When students gain emotions, attitudes and values in the new curriculum classroom, that is, when they enter into active learning, active exploration and get happiness and success in learning, this situation will bring great comfort and satisfaction to teachers. Moreover, the achievement of the goals of emotion, attitude and values will make the process of education and teaching change from the process of intellectual communication between teachers and students to the process of emotional communication between teachers and students. In this process, the feelings of teachers and students naturally penetrate and influence in a sincere and pure state. This unique emotion can only be realized when the new curriculum goal is realized, and it is an indescribable happy experience.
(C) Let the new curriculum glow with charming charm
As mentioned above, the goals of emotion, attitude and values are the soul of the new curriculum standards. In the classroom of the new curriculum, achieving this goal will enable students to achieve success and happiness in their studies, and teachers will experience happiness in education and teaching. The new course will be full of vitality and charming charm.
Third, the realization strategy of emotion, attitude and values.
The new curriculum is bound to be related to the realization of the goals of emotion, attitude and values. In order to effectively implement the new curriculum, it is necessary to further explore the realization strategies of the goals of emotion, attitude and values.
(A) open, generate, make teaching wonderful.
The so-called openness mainly refers to the free and open mind of teachers and students; The so-called generation means that teachers pay more attention to the teaching resources contained in the classroom on the basis of fully preparing lessons. Through the keen capture, discovery and utilization of these resources, the dynamic generation of teaching can be promoted. Openness is a necessary prerequisite for a generation. Only by opening up can teachers and students be full of energy and active in thinking, and there will be sparks of thinking and wonderful performances everywhere in the classroom. In order to achieve this goal, teachers should treat students' classroom reactions with a developmental vision and a tolerant attitude; Only when it is generated can students' emotions, attitudes and values be improved through the interaction between teachers and students and students in a completely open situation. This requires teachers to be good at capturing useful resources and flexibly generate classroom teaching according to favorable opportunities, so that the sparks of students' thinking can be further sublimated, positive emotions can be strengthened and values can be guided. For example, when we talk about the theory of ecological pedagogy, we can first design a question that can make students "open": What does the so-called ecological pedagogy mean? This problem is easy for students to fully express their feelings and attitudes, and then teachers can create conditions for "generation" in a timely manner. Q: There is a "law of restrictive factors" in ecological pedagogy. What do you think is the "law of limiting factors" you know? Please think independently and discuss in groups. In this process, it is easy for students to have some sparks and creativity. After the teacher's clever guidance and proper guidance, many wonderful answers will be "generated"
(B) cooperation and interaction to make teaching lively.
Cooperation is the premise of interaction. Only when teachers, students and students establish a cooperative relationship between teaching and learning can there be quality interaction. The core of interaction is to integrate all the elements of the teaching process, so that teachers' teaching can resonate with students' learning. Only in this way can teaching be vivid. The teacher divided us into groups when teaching "cooperative learning", and then gave a piece of paper to practice, imitating the life of "blind and lame", cooperating and communicating, and writing out their own experiences. Requirements: seeking truth from facts, being accurate, thoughtful and organized. Such questions will effectively guide students' cooperation and interaction. When students have one-sided understanding due to the imbalance of practical cognition, teachers should guide students to analyze in time, which will make students' cooperation and interaction move forward to a deeper level.
(3) Stimulate interest, enlighten thinking and deepen teaching.
Interest in inquiry is the premise of stimulating inquiry activities, and the active state of thinking driven by interest is the best state to achieve the goals of emotion, attitude and values. The arousal of interest depends on the teacher's exquisite teaching art, and the ingenious creation of teaching situation is also essential. In a specific situation, teachers' clever teaching and flexible guidance will deepen classroom teaching in the collision of wisdom and mutual inspiration and promotion of values. For example, in the course of "Changes in Material Life and Social Customs" taught by teachers in local cultural studies, teachers can set up such a situation: a clothing exhibition with the theme of "Journey of clothing changes since modern times" will be held in a certain place, and now the organizing committee invites students to design commentaries for each stage. The specific requirements are as follows: 1. Each stage is assigned a theme, and every two groups are responsible for one. 2. The main contents of the comments include the characteristics of costumes at this stage, why there are these characteristics, and the local customs reflected. Teachers can first mobilize students to think independently, and then discuss and debate with each other, so that students can enter the problem situation. At the same time, let students report their opinions by showing the results, and teachers can comment and guide them. In this way, students will be inspired by interest, make their thinking active to the maximum extent, and classroom teaching will be deepened.
(D) reset the scene, role-playing, so that students can play their initiative.
Scene resetting and role-playing are one of the effective ways to achieve the goals of emotion, attitude and values. This method is to let students simulate life and learn scenes, so that they can feel, experience and express in specific learning and life situations. Fully created the feeling and caused a strong resonance. It not only meets the requirements of the new curriculum, but also exercises students' literary and speech skills, which is a good method with twice the result with half the effort. When students naturally choose between emotional inclination and values, our new teaching will reach a "subtle" state, and the students' historical plot will be "natural".
(5) Respect students, encourage innovation and diversify evaluation.
What students are most concerned about is the teacher's evaluation of them in class, which often determines whether the classroom atmosphere is active or not, the state of students' learning and the state of teachers' teaching. Often the failure of a class is largely due to the teacher's improper evaluation. Improper evaluation will make teaching and learning unable to enter the state, make it difficult for teachers to teach and students to learn boring, not to mention the realization of the goals of emotion, attitude and values. However, appropriate, encouraging and guiding evaluation will effectively promote the realization of the goals of emotion, attitude and values. Therefore, teachers should pay special attention to the performance of students' emotions, attitudes and values in the new curriculum teaching classroom. In fact, the new curriculum teaching, in the final analysis, is the growth process of students' life value and the gradual development of human nature as the soul of all things. In this case, our evaluation should pay more attention to every aspect that is beneficial to students' growth, and our evaluation should be more diversified. For example, encourage students not only to say "You are great!" Criticizing students not only says, "You are really disappointing!" …
In short, it is self-evident that the implementation of the new curriculum standards needs to achieve the goals of emotion, attitude and values. But how to achieve the goals of emotion, attitude and values is a matter of different opinions.