Emotion Bad School Junior High School Mathematics

This paper will be in reference to the relevant research results, concentrating onthe bad academic emotions in the mathematics teaching field.This paper will talkabout the concepts and the specific compositions of the bad academic emotions in themathematics field,in order to provide the basis for the subsequent empirical researchresults and analysis.Through positivist research, this article will summarize all kinds of bad moodthat exists in the process of learning mathematics, and by the way of surveys,interviews and other methods,the writer summarize the current status anddevelopment feature of the bad academic emotions among the junior high schoolstudents.This paper aims to let the other researchers and the frontline mathematicsteachers to understand the bad academic emotions actual situation in the students, andto put forward the corresponding education countermeasures, and realize the dream ofeliminating the bad mathematics academic emotion among junior high students.Themain contents and conclusions are as follows:The first part, the problems are put forward. This part is mainly concentrating onthe background and research significance.The second part, the research reviewed in this paper. This part firstly to learnedthe emotions,the academic emtions theory,and the research progress is introduced indetail, including the definition of emtions,the academic emotions,the generationmechanism of the academic emotions.The second review is the study of mathematicalbad academic emotions,mainly including the nature of the mathematical bad academicemotions,classifications and compositions.The third part,the questionnaire about the matiematical bad academic emtions iscompiled and analyzed.The fourth chapter is the empirical study and result analysis. This chapter isdivided into two sections. The first section is the research results of empirical researchon the present and the specification, the second section is the empirical study on the research results of present and explanation. Two empirical study explores the specificbad academic emotions of gender differences, grades differences, and the students’mathematical correlation between academic achievement level, and some conclusionsare obtained.The fifth part is talking abou the problem solving countermeasures of thisphenomenon.In this chapter, the author specifically study the reasons of students pooracademic emotions, and put forward countermeasures for education, and providereference and guidance for the teachers and students themselves to improve andeliminate bad academic emotions.