The Investigation And Study Of Junior Middle School Students' Mathematics Emotion Attitude And Values Of The Current Situation

Promoting the students' all-round and harmonious development is the ultimate goalof current quality education, and is also the core of philosophy of the basic educationcurriculum reform. However, paying attention to the development of students'emotional attitude is the basic objectives of the new round of mathematics curriculumreform, understanding the current situation of junior high school students' mathematicallearning attitudes and values is the basis and the starting point of paying attention to andcultivating students' mathematical learning attitudes and values.The main part of this paper is the investigation and study on mathematics emotionattitude and values present situation of the third stage of junior middle school students(grade7-9) of full-time compulsory education.The author used the literature analysismethod, through a large number of literature comparison, synthesis and analysis, andreviewed the meaning of emotional attitudes and values and the relations betweenthem. Combining with the standard of full-time compulsory education mathematicscurriculum standard (Revision2010,9), I edited the questionnaire by myself. With thequestionnaire some first line schools in Chongqing Hechuan District are surveyed:Hechuan Middle School, Heyang Middle School; as well as second line schools:Ruishan Middle School, Nanping Middle School, the representative of the middleschool students from four middle schools. Through the questionnaire survey andinterviews, the main conclusions are:1. The Current overall level of development of mathematics emotion emotionalvalues of students from grade7-9is medium, and main features are: the interest inlearning mathematics is good, the attitude of learning mathematics is straight, theemotional experience of learning mathematics is moderate, and the behavior tendency isrelatively poor.2. The mathematics emotion in seven grades, eight grades, nine grades assumesthe trend of escalation, while the mathematics attitudes and values exactly opposite, andthere are significant differences among them.3. The difference of men and women in between emotion attitude and values ofmathematics is not significantly obvious, girls in mathematics emotion activityparticipation are better than boys.4. There is a significant positive correlation of students from grade7-9betweenmath grades and the study emotion attitude and values of mathematics. And There is a significant difference in five aspects such as interest, emotional, behavioral orientation,personal values, and mathematical ability. General reflection honor in medium lives,medium lives in difference, but there is no significant differences in mathematicsknowledge, cognitive, experience, and morality.5. There is a significant positive correlation between mathematics emotions,attitude and values. It is found from Research that the major reason of emotions,attitudes and values education is not ideal is the itself characteristics of the emotionattitudes and values, social context and factors of teachers and students etc.6. Ruishan Middle School in the survey of emotions, attitudes and values are best,Nanping Middle School after it, Hechuan Middle School and Heyang Middle School isa little poor, that is to say the second line of middle school students' overall are betterthan the first line of middle school students, and there is a significant difference wherethere is a certain relationship between campus environment family background, andsocial environment.