情感是人区别于动物的根本标志,许多文科的课程, 比如语文,历史,政治教学本身就负担着情感教育的任务, 因此在这类课程中开展情感教育就比较容易,比较主动和明显。理科学科由于自身的特点使得情感的渗透比较简单化,程式化,刻板化,因而充满着理性主义的色彩。然而,笔者认为,情感教育并不是一个狭隘的概念。在教育手段的实施中,只要用“心”对学生加以引导,学生就会用“心”地产生积极的变化,即可称之为情感教育。情感教育的效果如何,不在于这个教师“情”有多真、多强,而在于是否让这个学生有所“感”。春雨无需大,只要能润物细无声即可。其实通过认真研读生物教材,我们不难发现其中有很多人性的“闪光点”。如果能充分地利用这些亮点对学生及时进行情感教育,那么对于学生科学素质的提高及健康人格的形成将大有裨益。 Emotional is the basic symbol of human beings different from animals. Many arts courses, such as Chinese, history and political teaching, are themselves responsible for emotional education. Therefore, it is easier and more active and obvious to carry out emotional education in such courses. Due to its own characteristics, science subject makes the infiltration of emotion relatively simple, stylized, and rigid, so full of rationalism. However, I believe that emotional education is not a narrow concept. In the implementation of educational methods, as long as the “heart” to guide students, students will use “heart” to produce positive changes, which can be called emotional education. The effect of emotional education does not lie in how true and how strong the teacher’s “love” is, but whether or not to give the student a sense of “feeling”. There is no need for spring rain, as long as it can moisten things silently. In fact, through careful study of biological textbooks, we can easily find that there are many human “flash point.” If you can make full use of these bright spots on the emotional education of students in time, then for the improvement of the scientific quality of students and the formation of healthy personality will be of great benefit.