Mathematics Situations Teaching Junior High School Mathematics Emotional Impact Studies

with the deepening of the new mathematics course reformation , situated instruction becomes a more and more important problem that people universally pay attention to today,and is the task which teachers are attempting to grope all through . On the other hand,there is a ill trend of emphasizing cognition but neglecting feeling during the process of teaching mathematics in middle school,mathematics sentiments of the junior middle school students is negative. Therefore,this article focused on situated instruction of mathematics in junior middle school,and tried to apprehend it's traits profoundly , analyzed the influence of situated instruction to mathematics sentiments of the junior students from constructing the"situation"and evoking the"emotion".Generally speaking ,the whole thesis is divided into three parts: first,by means of literature analysis,the author explains the implication of situated teaching. And then introduced the research based on situation at home and abroad .Also the author explains the relevant theoretical supports such as situated cognition and study, psychology in emotional teaching. Second, beginning with the investigation of mathematical situated instruction and students'mathematics sentiments in junior middle school, we find that the development level of the subjects'mathematics sentiments is not high enough; Although mathematical situated instruction is put an important situation,the specific measures in teaching are not enough; There is highly and positively correlation between the carrying situated instruction and students'mathematics sentiments level.Finally,in order to probe the effects of mathematics situated instruction on student's mathematical sentiments , the study focused on two instruction experiment, one is called Mini-Situation Experiment which created situation according to individual class;the other one was called Unit-Situation Experiment which created situation according to a unit. We bring forward a basic hypothesis that mathematics situated instruction is a helpful instruction mode to develop a range of students'mathematical sentiments. then we validates this hypothesis, make constructions and advance teaching advices.