The Relevant Research On Mathematics Teaching Prejudice And The Mathematics Anxiety Of Junior High School

With the furtherance of the reform of China’s basic education curriculum, the enhancement of teachers’ expertise has become vital in the educational reform. However, the teachers’ mood, being a primary factor affecting the quality of teaching, has been ignored. Some mood of teachers will bring in teaching prejudice, and result in students’ learning anxiety in turn. The author has found that teachers spend much time cultivating students’ intellectual level instead of non-intellectual factors, especially the influence of teaching prejudice on students’ learning anxiety. Therefore, this paper explores the relations between teaching prejudice and math anxiety of Junior high school based on the characteristics of math. It is expected to arouse teachers’ attention on teaching prejudice, and provide some help on raising professional level.The paper conducts a research on the perception of junior high students towards the prejudice of math teaching on the basis of questionnaires, the relevant situation of mathematics teaching prejudice at this stage and the effects of math teachers’ teaching prejudices on the students’ math anxiety. According to the results and discoveries, proposals are put forward to assist students to overcome the negative effects of the math anxiety under the guidance of teachers and reduce the effects of teaching prejudice on students’ anxiety so as to help students obtain different developments respectively on math.Contents of the research are as follows:1Make a questionnaire of the math teaching prejudice at the junior high school stage according to the real situation of the subjects.2Understand the basic situation of the math teaching prejudice at the junior high school by analyzing the data of the questionnaires and conducting a test on the disparity between the genders and between the city and the countryside.3Research on the disparity between the math teaching prejudice and the students’ math performance.4Research on the relevance between the math teaching prejudice of the junior high stage and the math anxiety.5Put forward corresponding proposals to teachers and students.Researches:1In junior high school, teaching prejudice generally tends to be medium.2The math teaching prejudice is notably inversely proportional to the students’math performance.3The math teaching prejudice is proportional to the students’math anxiety.4The relevance between math teaching prejudice and the students’math anxiety varies according to their genders.5The relevance between math teaching prejudice and the students’math anxiety varies according to urban and rural areas.6The relevance between math teaching prejudice and the students’mathematics anxiety varies greatly according to different levels of the students’performance.It is argued that the math teaching prejudice on the junior high stage can be induced into three dimensions:the objective circumstances (appearance, seating order and family background, the interpersonal communicating ability (in-class and the extra-curriculum association) and math learning ability (the math mind, the math cognitive ability, the math attainment and the emotional ability).At last, in order to improve math teaching prejudice and math anxiety in phase of junior high school, the author puts forward some suggestions to math teachers and students. On the one hand, the math teachers need to control their own emotions in their daily lives, reducing the teaching prejudice to students, and attention to students’emotional changes, in particular, understanding the students’math anxiety correctly; on the other hand, the junior high school students should deal with the math teaching prejudices of teachers correctly in mathematics learning, and understand the mathematics learning anxiety rightly.