| It can be seen that the high school stage is the key stage for students to develop and learn from the adolescent’s law of the physical and mental development and the reform of education system in China.As the saying goes,well begun is half done.Therefore,the research to the situation of senior-one students’ learning has been concerned in Chinese education.Because a senior-one student just enters senior high school,they are is not very stable in mathematics learning,especially in the face of the mathematics knowledge that is more abstract,which requires them to regulate mathematics learning process timely to make the learning process and learning objectives maintain a good uniformity.So the effectiveness of learning can be guaranteed.The control of students’ mathematics learning process depends on the students’ ability of self-monitoring.Therefore,it is very necessary to understand the relationship between the emotion and the ability of self-supervision in order to promote the students’ mathematics learning.Based on a questionnaire survey and by virtue of the non-parametric test and correlation analysis and regression analysis,variance analysis,multiple independent samples,the paper analyzes the current situation of mathematics learning situation of emotion and mathematics self-monitoring ability,and the relationship between them,and the paper also puts forward suggestions on how to improve the senior-one students’ mathematics learning emotion and mathematical self-monitoring ability.It can be found that through the analysis of the current situation of mathematics learning situation of emotion and mathematics self-monitoring ability,currently,most of the senior-one students’ mathematics learning emotion are in the middle level,fewer students are in high emotional level,and some are in low emotion.Most of the students’ self-monitoring ability is in the lower middle level,and the students who have high self-monitoring ability are few,and there are some students with low monitoring ability.Based on the analysis of the relationship between emotion and mathematics self-monitoring ability of senior-one students,it is found that there is a significant linear correlation between them.Through the analysis of the factors that affect the ability of self-monitoring,it is found that the emotional stability,learning anxiety and learning self-efficacy have aneffect on the ability of self-monitoring.Among them,the emotional stability and self-monitoring learning self-efficacy are positively correlated with mathematics ability,that is on the whole the higher emotional stability and learning efficiency are,the higher mathematics self-monitoring ability is.There is a negative correlation between learning anxiety and self-monitoring ability,that is,the higher the level of the students’ learning anxiety is,the lower their ability of self-monitoring is.It can be seen that through the analysis of the factors influencing the mathematics learning emotion,planning,management,inspection,control,evaluation and so on have the influence on the students’ mathematics learning emotion,which they are positively related to mathematics learning emotion.For example,students with high management ability generally have high emotion,students with middle management ability generally have middle emotion,and students with low management ability generally have low emotion.Among them,the difference of the middle and low planning ability,as well as the middle and low regulatory capacity to the emotional state is not large.In order to improve the emotional state of senior-one students in learning mathematics,and mathematics self-monitoring ability level,based on the results of paper,the following suggestions are put forward: strengthening the emotional stability and the learning effectiveness of students’ mathematics learning reduces the students’ mathematics learning anxiety to improve students’ Self-monitoring ability;enhancing students’ the planning ability,management ability,examination ability,regulation ability and evaluation ability in mathematics learning process improves students’ mathematics learning emotion. |
