Research Of The Effectiveness Of Using Digital Storytelling For Promoting Junior Middle School Students’ Mathematics Learning Emotion

Due to academic pressure, teachers focus on the transfer of theoreticalknowledge in the mathematics classroom, the learning emotion of middle schoolstudents is often overlooked, but many researches show that there is a significantrelationship between the degree of students’ learning emotion and academicachievement. In the latest national mathematics curriculum standards,“theemotions, attitudes, values” is one of the main dimensions of teaching objectives andthe Ministry of Education proposed some emotion standards, for instance,“theteaching of mathematics should stimulate students interest and mobilize theirenthusiasm”. Because of these standards, looking for some effective teachingmethods to promote the learning emotion of secondary school students is the trend.Digital Storytelling is appeared in the U.S. in the late1980s. Around2000, digitalstorytelling is used by many foreign educators, and it presented very well in theclassroom. Around2005, Professor Li Jiahou introduced digital storytelling into China,a lot of front-line teachers are attracted by its convenience, vividness and powerfulappeal, and it’s a hot topic of the domestic educational technology used in primaryand secondary schools.This research summarizes the ways how to design teaching digital stories andhow to use them in mathematics classroom via the study of literature, and alsoanalyzes the composition of mathematic learning emotion, according to the factors, Imake a suit of questionnaire called “the mathematic learning emotion of Juniormiddle school student”, and finally, I use SPSS to analyze data of the questionnaire,and interview some individual students, examine the effect of digital storytellingused to promote students mathematic learning emotion.This research shows: the multimedia form of digital storytelling has the besteffect on stimulating students interest in learning mathematics and on reducing theirmathematics anxiety; and it also has general effect in fostering studentsmathematical learning will and their mathematics learning achievability; but the effect on improving students mathematical learning motivation is not obvious.Overall, as an auxiliary teaching tool, digital storytelling used in math class improvestudents mathematics learning emotional factors. Therefore, the digital storytelling iseffective to promote students mathematics learning emotion.