| The emotion development is an active transforming process in which individual emotionfunction and emotion quality change for the benefit of personal development and activeadaptation to social development. It is well known that emotion and perception are the twoaspects that interact to each other and can't be separated in psychological development andeducation.It seems that everyone knows well about the position and function of study emotion inteaching. This has been clearly explained from Confucius's words that a person who knowabout something won't do better than one who has interest in it and a person who has interestwon't do better than the one who is willing to learn it, to the many years' emphasis on initiationof enthusiasm and activity. Yet, in real teaching experience, such phenomenon as placingweight on knowledge and neglect emotion still exists. Many students feel bored and are tired,especially of rigorous math teaching. This can be taken as an important proof of the increasinginefficiency of the traditional teaching method of negligence of study emotion education.Present math quality education calls for emotion and its significance is far beyond the realm ofteaching method and technology.Cultivating students' math study emotion has become a more important education aimthan merely imparting knowledge and skills. It can help students change their feelings frombeing tired of learning to being willing to and enjoying learning. It is especially important tostudents who have difficulty in learning.Currently, some primary and junior high schools, domestic and abroad, has done someresearches on study emotion, mainly involving:1.Project researches of "practicing emotion education and developing study potential";2. "Experiments on cultivating students' math study emotion";3.How to perfect the evaluation criteria of study emotion, so as to find out an objective,reasonable and practical assessment and master the method through experiments;and how toimplement the targets of the cultivation of math study emotion to foster student to developphysically and mentally .Scholars abroad focus their researches mostly on motivation, mood, belief, attitude, etc.,for example, " mathematics and anxiety ", "math study and cause-and-effect approach", " thecorrelation between self-efficacy and math study achievements", "effects of math belief onmath study" and " individual difference".This text, on the basis of theories of philosophy, modern pedagogy, modern psychology,made a thorough study on the emotion function, formation and changing process of math studyemotion.1.The mathematics study emotion, as a component of student's mathematics study quality,works in students' whole process of math study, overpowering, enhance or hold back,strengthen or weaken their math study.2.The mathematics study emotion is a kind of complicated psychological construction,and is not born. It is formed in the long study process. The central task of transformingstudents' math study emotion is to convert the negative emotion to the positive. This is acomplicated changing process which lasts a long time and may have relapses, roughlyexperiencing three stages namely:(1) the emotion control and obedience;(2) the emotionregulation and formation;(3) the emotion stability and firmness. The emotion conversion of thethree stages generally appears to be a gradual spiral course. Therefore, in terms of conversionof students' math study emotion, we should be impatient for success. Instead, we should takeproper steps, make feasible plans and adopt various methods to stimulate students and makethem change.3.Many factors contribute to math study emotion. A clear and definite understanding ofthese factors will be a great help for us in cultivating students' math study emotion.(1) Cognition. The recognition of study is mainly embodied in the deep understanding ofthe purpose and importance of study.(2) Interest: Interest is a psychological tendency that an individual to approach, get to know,study and obtain an object. It is a spontaneous activity, motivated by inner psychologicaldemand and not forced by outer factors.(3) Evaluation. The experiences that a student acquires from the study not only come fromscores of examinations, but also come from the opinions that school, family and society haveon him or her.(4) Experience. Students' emotional experience in study affects greatly the formation ofstudy emotion. Happiness, satisfaction, harvest and fulfillment, which are often experienced instudy, lead to a positive formation of emotion. So teachers should make efforts to enablestudents to experience the self-confidence of successful study.In order to study and analyze the factor affecting math study emotion of high schoolstudent, the author, in addition to theoretical analysis, adopted the paper questionnaire as thesubstantial study evidence, and made a quantitative analysis of it.A satisfying result has been fed back after a term's practice. To inspire the study-difficultstudents' study emotion in math teaching, the following elements are involved:1. Teachers should have healthy emotion and attitude;2. A harmonious relationship and an agreeable affection between teacher and studentsmust be established;3.Teachers ought to make good use of the abundant emotional materials in the textbook;4. A positive math-learning atmosphere is made so that study-difficult student will enjoymath learning;5. The teacher should take different measures in emotion education according to theindividual differences of study-difficult students;6.Nonverbal communication is necessary for the intellectual development ofstudy-difficult students;7.The sense of success must be felt in math learning.Given the concrete situation of study-difficult students, the following attempts areadoptable in cultivating students' math study emotion. 1. Help them to gain confidence instudy;2. Cultivate their study interest;3.Instruct them the learning skills periodically;4. Startone-help-one activity;5.Teach accordingly;6.Diversify the evaluation and put successfuleducation into practice. |
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