Values contain cognitive, emotional, and what constitutes a belief in it

The three dimensions of emotional attitudes and values are used to express and design the teaching objectives. Compared with the traditional teaching objectives that focus on the cultivation of basic knowledge and basic skills, the establishment of process and method, emotional attitude and value goals is particularly noteworthy, which reflects that students' learning should not only be the process of acquiring knowledge and skills, but also the process of learning to learn and form correct subject concepts and values, and the latter is undoubtedly of great significance for the formation of students' independent learning ability and lifelong development. The new curriculum reform has been practiced for 14 years, and the majority of teachers have made a lot of efforts, accumulated valuable experience, and formed fruitful results in the understanding and implementation of emotional attitudes and values in the high school chemistry curriculum.

In some classrooms, the implementation of emotional attitudes and values goals is regarded as a relatively isolated link, which is not effectively combined with knowledge and skills, process and method learning practice, and its deletion from the teaching process does not affect the integrity and fluency of the classroom, and emotional attitudes and values goals become a beautiful embellishment in teaching rather than necessary. Some teachers arrange the teaching of consciously cultivating emotional attitudes and values in the classroom introduction (initial) or summary (final) stage, and the time is no more than five minutes, compared with the implementation of knowledge and skills, process and method goals, the cultivation of emotional attitudes and values in classroom teaching has less weight. For the content materials that carry emotional attitudes and values, some teachers are still limited to the development of patriotism, environmental protection, knowledge application, and knowledge of the history of chemistry, and their teaching functions are mostly understood to mobilize emotions and stimulate interest, which undoubtedly greatly narrows the teaching effectiveness of emotional attitudes and values. As for the reasons for the above phenomena, the author believes that it is still necessary to further understand and recognize the connotation, function, significance, implementation methods and methods of emotional attitudes and values. 1. Connotation cognition of emotional attitudes and values teaching objectivesTo effectively implement the teaching objectives of emotional attitudes and values, the primary task should be to clarify the connotation, generation methods and evaluation methods of emotional attitudes and values.

Although affective attitudes and values are one of the hot topics in teaching research since the new curriculum reform, there seems to be little explanation of the term itself, and researchers may think that its connotation should be well known to the public

Many people don't get anything, but you don't know that you got something, then learn how to give up and choose, failure and success Although China has only a small process, but this process is where everyone fails, and the longevity of the process represents the longevity of your love.

Values include cognition, emotion, and values.

Subjectivity refers to the criteria used to distinguish good from bad, which are measured and evaluated according to the scale of the individual's heart, and these standards can be called values.

Stability and durability.

Values have relative stability and persistence. At a specific time, place, and condition, people's values are always relatively stable and durable. For example, there is always an opinion and evaluation of the goodness of a certain person or thing, and this opinion will not change under the same conditions.

Historicity and selectivity.

The values formed in different times and in different social living environments are different. A person's values are gradually formed from birth and under the influence of family and society.

The social mode of production in which a person lives and the economic position in which he finds himself have a decisive influence on the formation of his values. Of course, the views of newspapers, television and radio, as well as the views and behaviors of parents, teachers, friends and public celebrities, also have a non-negligible impact on a person's values.

These are all obtained around oneself, and the moment you are born, you must understand the mission of your own life, find your own value, life motivation, and the purpose of Lu Shibi's life...Belief is a kind of persistence on the basis of the former! Celery.

1. Is the "concept of ordinariness" a question of "ordinariness"? Or do you want to ask about "sexual concepts"? The latter, I think, is only sexual impulses for the opposite sex.

2. The outlook on life is how you think a person's life should be spent, and it is your understanding and opinion on this issue of life.

3. Values are what you think is meaningful to do and what is meaningless.

3. Belief is something you believe in, which has a huge spiritual power for you.

The connection between these four may basically constitute your thoughts I'm sorry, I'm just talking about my own opinions, I don't have professional knowledge, and I hope to correct my mistakes.

Values in the minds of animals and books There is also the permutation of values in culture.

There is a relationship between them.

Values, outlook on life, and world view are a person's understanding of life and the world, forming his code of conduct for dealing with the world, that is, concepts, ways of thinking, and basic beliefs.

Personality and emotions are innate, and everyone is different. Some are gentle and kind; Some are irritable and vicious; Some are modest and generous; Some are arrogant and narrow-minded. But how character comes about and why everyone is different can only be understood by reading more sages and going deep into the scriptures.

Character, beliefs, thinking, emotions, and even values, outlook on life, and worldview are not static and may change. For example, those who receive the education of the sages will change in a good and positive direction, such as becoming reasonable, virtuous, generous, and fraternal. Those who accept worldly views will fall into the mortal world and become stubborn, greedy, selfish, and irritable. Those who come into contact with and accept bad habits, bad friends, and bad ideas will become violent, stupid, paranoid, arrogant, and suspicious.

This, for your reference.

Dear, if you don't understand this kind of question, you often can't explain it to others, so you still have to think about it slowly.