High School Mathematics Learning Of Emotional Factors In The Investigation And Its Teaching Strategies Study

Nowadays,elementary education is facing great reformation.In this reformation ,one of the most important aspects is to pay more attention to the learners'affective factors. As a natural science,mathematics is strongly logical and weakly emotional.But the role of affective factors in the mathematics teaching should not be overlooked.If these affective factors can be used properly,they can lead to students'effective learning. In the presence of overly negative emotions,learners'learning potential can not be fully stimulated.To pay attention to learners'affective factors is also a way to promote the quality-orientated education,which advocates all-around development of the students.This thesis studies learners'three major affective factors:motivation,anxiety and personality.The research on the learning moviation has great effection on student's learning and teacher's teaching.And the research on mathematics learning movitation is of great importance to senior high school students.It has been widely accepted by teachers and researchers as one of the key factors which influences the rate and success of mathematics learning. Much of the work in this area suggested that it is important to initiate the learners'learning motivation. Anxiety is an important affective factor that pervasively obstructs the leaning process.The relationship between anxiety and mathematics learning has been well established throughout the research world for decades.Learners'personality doesn't have much effect on mathematics learning.In fact,there has been a lot of researches on affective factors.what's the current situation of affective factors in nowadays mathematics teaching?How significant is the correlation between affective factors and their National Matriculation Mathematics Test scores? what measures do teachers will take in their following teaching?All the above problems are worth considering once again.The purposes of this study are to investigate the current situation of affective factors on learning mathematics learning,find out the present problems and explore the ways to teach mathematics in senior high schools by making use of affective factors effectively.In order to reach the purposes, the author made investigations on 200 students in two schools of Yuncheng from three aspects of affective factors ,that is motivation,anxiety and personality.Then the author collects the students'National Matriculation Mathematics Test scores and analyses statistically the correlation between these three affective factors and their achievements by using SPSS for windows.The investigation shows that most of the students have obvious mathematics learning motivation.The students with strongly instrinsic motivations have higher scores in National Matriculation Mathematics Test.However,the students with strongly extrinsic motivations have lower scores in National Matriculation Mathematics Test because of not persisting with mathematics learning for a long time.As a matter of fact, the students with higher scores are stimulated by both intrinsic and extrinsic motivation.Besides,the results indicates that the intrinsic motivation,compared with the extrinsic motivation,has more significant positive correlation with National Matriculation Mathematics Test scores.So introversion is an important factor to promote the mathematics learning.The investigation results show that there is a notably negative correlation between the students'anxiety level and their National Matriculation Mathematics Test scores.That is,the stronger the anxiety is,the lower the scores are.Therefore,how to create a relaxed, happy mathematics learning environment, reduce or eliminate student mathmatics anxiety is an important task of a mathematics teacher's.The investigation find out that there are more introverted learners than extroverted ones .It is believed that the extroverted students are more active in class learning activities than the introverted ones and the extroverts get higher score than the introverts.The results indicate that there is no obvious correlation between different personality types and the students'National Matriculation Mathematics Test scores.Motivation,anxiety and personality are only three aspects of affective factors,and affective factors itself can not solve all the problems in mathematics learning.But the teachers can change their teaching thought and teaching belief, improve teaching methods.If the teacher can enhance the motivation,interest and the sense of achievement among students,minimize anxiety and adopt appropriate teaching strategies for introverts and extroverts accordingly.To this end, we need to be concerned with both the students'affective and cognitive needs in senior high school.In addition,we should unite cognition and affect in the mind and use them appropriately so as to improve the teaching quality and promote all-around development of the students.