Theoretical And Empirical Research On Mathematics Emotional Literacy Of Normal College Students

Under the background of Lideshuren,mathematics teacher education,while shouldering the task of imparting knowledge and skills,has become more prominent in its mission of educating people.Among them,the cultivation of mathematical emotional literacy is an important part.It is an important problem in the field of mathematics education how to implement and promote normal students' mathematical emotional literacy into educational practice activities and truly realize their educational functions and values.This article selects freshman mathematics students from local normal universities as the research object,adopts a research paradigm that combines theory and empirical research,uses literature,Delphi method,questionnaire survey,interview survey,multi-attribute group decision-making method based on dominant relationship,the main research methods such as educational experiments and case studies explore the connotation and extension of the concept of normal school students' mathematical emotional literacy,and design a normal student's mathematical emotional literacy index system.On this basis,a questionnaire for normal university students' mathematical emotional literacy is developed.Freshmen of the Mathematics Normal University freshman conducted a survey of the status quo,found problems,proposed group and individual strategies for mathematical emotional literacy training,and verified their effectiveness in experimental research.The main results of the study are as follows:1.Normal students' mathematical emotional literacy refers to the positive psychological characteristics of normal students formed in the mathematics learning activities of normal colleges and universities,which can be divided into three dimensions of aesthetic of emotion mathematical moral emotions,mathematical rational emotions and mathematics.2.Established a mathematics emotion literacy index system for normal students including three first-level indicators and eleven second-level indicators.Based on this,a questionnaire on mathematics emotion literacy of normal students composed of eleven factors and twenty-eight items was prepared as a measurement tool.3.Through a questionnaire survey,it was found that the overall score of normal college students' mathematical emotional literacy is not very satisfactory,among which the scores of mathematical rigor and mathematical logic are relatively high,and the scores of mathematical principle,mathematical responsibility,mathematical symmetry,and mathematical singularity are relatively low.4.Through the group training strategy experiments,the effective group training strategies for improving the emotional literacy of mathematics were verified,which are specifically: my mathematical emotional theme class meeting,group interviews or one-on-one interviews,special lectures on mathematical literacy,mathematicians and mathematical emotion in the eyes of teachers Seminars on seminars,lectures on mathematics culture,normal students' mathematical emotional literacy and ways to shape them,and seminars on communication between teachers and students and teachers.5.Through case studies,the effective individual training strategies for the types of mathematical affective literacy problems are verified.Among them,the effective individual training strategy to promote "weak mathematical principles and weak mathematical responsibility" type of normal students is the self-esteem education method of face-to-face communication,strengthening the cultivation of mathematical responsibility,strengthening communication and cooperation with parents,teachers,and classmates;improving "mathematical self-reliance" The effective individual training strategy of normal students with "weak and persistent mathematics" type is professional identity guidance,behavior guidance to establish a sense of self-strengthening in mathematics,and a sense of self-strengthening in mathematics;to promote effective individual training in normal-type students with "relatively weak mathematics" The strategy is to establish firm beliefs,mathematical aesthetic and emotional education,and formulate learning plans together;to promote effective individual training strategies for teachers of "mathematical cooperation,mathematical self-improvement,and mathematical kitty beauty are relatively weak" to enhance cooperation awareness and ability Education to promote a sense of cooperation and self-improvement in mathematics.The following main conclusions are drawn from the study:1.After theoretical analysis and expert verification,the connotation and denotation of the concept of mathematics emotional literacy of normal students proposed by the normal students has certain consensus and generalization.The designed mathematics emotion literacy index system of normal students is operable,which provides feasibility for the development of empirical research.2.The questionnaire of mathematical emotion literacy of normal students prepared by the analysis of confirmatory factors has good reliability and validity,and can be used as a measurement tool of mathematical emotion literacy of normal students.3.Through experimental verification,normal students' mathematical emotional literacy can be improved through corresponding training strategies.On the one hand,it proves that the cultivation of mathematical emotional literacy in the university stage has plasticity.On the other hand,it is enlightened to strengthen the advantages of using mathematical emotional literacy in educating people,actively adopt effective measures,and make a difference in the cultivation of normal students' emotional literacy,so as to realize the fundamental task of establishing moral virtues in mathematics.