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Status Quo And Influence Factors In Middle School Mathematics Academic Emotions

Posted on:2014-07-07Degree:MasterType:Thesis
Country:ChinaCandidate:H M LiFull Text:PDF
GTID:2267330398495997Subject:Subject teaching
Abstract/Summary:PDF Full Text Request
In senior high school students learning, Non-intelligence factors and mental factors play an important role. Especially academic emotions affect high school students in survey, and it presents different problems at the high school subjects. But, so far, it is still a lack of research for mathematics academic emotions. Therefore, probe into the status of high school students mathematics academic emotions and influence factors have important theoretical significance and practical significance.The study of high school students mathematics academic emotion mainly adopts questionnaire investigation. There are two major aspects:One, to survey the status of high school mathematics academic emotion. Second, to survey the influence factors of academic emotions for high school students math analysis. Especially the second job. for the first time join the students consciousness of mathematics teachers’ behavior into the factors that affect high school students mathematics academic emotions.The results are as follows:1) overall, student’s mathematics academic emotional experience is rich in high-school; Positive academic emotion level is higher than negative academic emotions; There is gender difference in terms of emotional experience, the boys is stable than girls in math education experience. Different grade high school students can experience different mathematics academic emotions. Grade two are the most significant period of mood swings.2) math academic and academic emotions have achievement in high school students. The students who have relatively good academic performance, have higher Positive academic emotions; the students who have relatively poor academic performance, have higher negative academic emotions The students who in the medium state, have higher negative low arousal emotions.3) overall, it is higher that the perception by the high school mathematics teacher’s teaching behavior experience value, and the perceived positive class of teacher’s mathematics teaching behavior than negative behaviors of class teaching. In terms of perception of mathematics teacher’s teaching behavior showed a certain gender differences, the overall boys perceived experience in mathematics teacher’s classroom behavior is stable, relaxation than girls; Also showed a certain grade difference at the same time, with the increase of grade.students perceived mathematics teacher’s classroom behavior expectations and help in supporting presents the downward trend, on the rules of negative feedback and task orientation presents ascendant trend.4) High school students perceived mathematics teacher’s teaching behavior and mathematics academic emotions exist a certain correlation. If the perception of high school students’mathematics teacher support help and expectations are higher, its positive class math academic emotions also higher; Likewise, when students perceived more mathematics teacher’s negative feedback and tend to be more task rules orientation, its negative class math academic emotion is also higher.
Keywords/Search Tags:Mathematics academic emotions, math academic achievement, students’ perceivedteacher behavior, influencing factors
PDF Full Text Request
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