A Study On The Emotional Characteristics Of Junior Middle School Mathematics And The Intervention Study Of Juvenile Children

At present, Internet addition, lacking of initiative and enthusiasm for learning are the most common problems in the middle school. Academic emotions affects the academic achievements significantly, especially in mathematics. This study makes full use of these problems as variables,adding thinking style, choosing Grade Eight students of two middle school of Ji Ning. The author adopt Guo Liang Yu and Yan Dong’s academic emotions questionnaire of adolescent,Stern berg and other people’s thinking style scale, gives out 248 investigations to students,analyses mathematics academic emotion situation of the above variables. In the study of intervention, this paper directly uses observational learning, experience sharing and learning experience by emotions evoked way; Indirect intervention using Intervention time control, the learning initiative to improve of intervention of twins mathematics academic emotions. The results are as follows:1.Self reported initiative in learning of four levels provided by students is highly different in positive emotional high arousal, active low arousal, negative emotional high arousal, low arousal of those four dimensions of mathematics academic emotions. Linear relations in positive emotional high arousal, active low arousal, negative low arousal of those three dimensions, It’s not that obvious in negative high arousal dimension.2.The students of Grade Eight who have different length of time to suffer on the internet show differences in those four dimensions. Linear relations positive emotional high arousal,active low arousal, negative high arousal of those three dimensions, It’s not obvious in negative low arousal dimension. In positive emotional high arousal and active low arousal dimensions, the students that never surf the Internet or surf the internet within one hour are significantly higher than those of students that surf the internet for more than two hours; In negative low arousal emotion, it is significantly lower than those of students that surf the internet for more than two hours; in negative high arousal emotions, significantly higher than that of students on the Internet for more than two hours daily.3. Academic emotions in mathematical learning of students who have variant style of thinking are distinctly different in those four dimensions. Generally speaking, in those positive academic emotions in mathematical learning, the radical type students are the highest and the hierarchical type students are the lowest. In those negative academic emotions in mathematical learning, the hierarchical type students are the highest and the legislative type students are the lowest.4. Effects of intervention in academic emotions in mathematical learning towards twins are efficient, it’s not very obvious between brothers.In a word, in the related research, initiative in learning, different length of time to suffer on the Internet, variant styles of thinking, the levels of above variables are distinctly different. In intervention study, the intervention way by the example of observational learning, experience sharing and learning experience by emotions evoked way and the use of online control, learning initiative to improve the way of the mathematics education of emotional intervention is effective.