Research Of Present Emotion Situation About Learning Mathematics In High Stages Of Chongqing Rural Primary Students

According to "The new math curriculum standards," the overall goal can becategorized into four areas including knowledge skills, mathematical thinking, problemsolving, emotions and attitudes. In the implementation of the new mathematics standard,mathematics teachers in rural primary school tend to focus on teaching knowledge andignore students’ mathematics affective learning and they believe that main tasks oflearning mathematics is cognitive activity and ignore students’ emotions, attitudes andvalues in the process of learning mathematics. Thus it can affect the level of teachers ’teaching in class and students’ learning efficiency, and even affect the students’mathematics achievement. Therefore, this paper in the guidance of new curriculumreform concept “people-oriented” uses the Maslow’s needs of hierarchy, Gagne’sprocessing information learning theory, Bloom’s Taxonomy of educationalemotion objectives and learning style theory as the theoretical basis, uses the highstages of rural primary school students as the research object and aims to investigatetheir emotion development level about learning mathematics through doingquestionnaires supplemented by interviews and classroom observation methods.According to the investigation, it proposes strategies to cultivate their emotion aboutlearning mathematics. Therefore, the research of rural primary school students’mathematics learning emotion has great significant meaning in improving the quality oflearning mathematics, and promoting students’ comprehensive, healthy, harmonious andsustainable development. According to the results of a questionnaire and interviewsanalysis, it gets the following conclusions:①Rural primary school students in the high stage are in the middle developmentlevel of mathematics learning emotional, and they can recognize that the nature ofmathematics, and their mathematics learning emotional experience is at the middle level,and hey lack of mathematical aesthetic.②High stages of rural primary school students’ mathematics learning emotion is asignificant difference in gender and grade variables; the levels of mathematicslearning emotional development of boys are higher than girls; as for the grade variables, other dimensions has a significant grade difference except for the mathematicalaesthetic.③High stages of rural primary school students’ mathematics learning emotion isno significant difference in the school variables.④High stages of rural primary school students’ mathematics learning emotion aresignificant differences on whether are non-left-behind students and the performanceranking variables; non-left-behind children’s levels of mathematics learning emotionaldevelopment is higher than that of children left behind.⑤High stages of rural primary school students’ mathematics learning emotiondevelopment level were positively correlated with math scores. Their emotionaldimensions of learning mathematics exist significant correlation.⑥High stages of rural primary school students’ mathematics learning emotionand variable of left-behind exist significant positive correlation.In order to promote the development of rural primary school students’ mathematicslearning emotion, this paper suggested the following four aspects: firstly, the studentsuse driving force to enhance mathematics learning emotion, such as Enhancedself-awareness, stimulating learning motivation, cultivating interest in learningmathematics. Secondly, teachers design classroom excitement point, and stimulate theemotion of mathematics learning, such as effective use of teaching strategies, usingneeds as excitement point to conduct equal dialogue, using blend as the excitementpoint to do rational evaluation, and using recognition as excitement point. Third, theparents close to their children, and know more about children and build a democraticand harmonious parent-child relationship. Fourth, the school is committed ethos, classstyle, and study style construction, to create a free, open learning atmosphere.