Research On Improving Junior Middle School Students' Mathematics Learning Emotion Under The STEAM Concept

Junior high school students are in adolescence,and the development of emotions and emotions is an important aspect that affects students' learning.Mathematics emotion is a very important factor that affects students' mathematics learning.The teaching objectives of emotions,attitudes and values in the curriculum standards(2011 edition)fully reflect China's emphasis on the emotions of mathematics learning in basic education.Studying students' emotions in mathematics learning helps us to find the problems in the current mathematical emotion education,which has important theoretical significance and practical value.The STEAM concept will provide a new idea for cultivating junior high school students' emotions in mathematics learning.The STEAM concept is synthesized from the first letters of the five words Science,Technology,Engineering,Arts,Mathematics,and integrates the five major fields of science,technology,engineering,art,and mathematics.Identify and solve problems,and cultivate students' creative ability,comprehensive ability and lifelong learning consciousness.Since the study of the STEAM concept started late in China,the number of research topics on mathematics learning emotion and its combination is relatively small.Therefore,this article combines the two to explore ways to use the STEAM concept to enhance the emotion of mathematics learning in education and teaching.This article uses a combination of quantitative and qualitative methods to investigate the emotions of junior high school students in mathematics learning.The author takes 465 junior high school students as the research object,through the questionnaire survey method to understand the junior high school students' mathematics learning emotional state and the application of the STEAM concept.Furthermore,it analyzes the emotional situation of mathematics learning and proposes strategies based on the STEAM concept.Finally,two specific mathematics teaching cases applying the STEAM concept are given.The conclusion of the investigation and study is summarized as follows:First,through the investigation and analysis of junior high school students 'mathematics learning emotions,I found that junior high school students' mathematics learning emotions are generally at a general level,and some students have a certain degree of negative emotions.From the perspective of the different dimensions of mathematics learning emotion,mathematics learning interest,mathematics aesthetics and mathematics learning confidence are relatively low.In addition,gender difference analysis results show that there is no significant difference in mathematics learning emotions;grade comparison analysis results show that there are significant differences in mathematics learning emotions in different grades;correlation analysis results show that there is a correlation between mathematics learning emotion levels and mathematics achievements.Second,the STEAM concept can be implemented in the mathematics teaching process through the integration of the history of mathematics and the culture of mathematics,the application of information technology,the guidance of the beauty of mathematics,the penetration of mathematical modeling ideas,and the design of variants of topics.Through the investigation of the application of STEAM concepts in mathematics classrooms,it is found that teachers have a general level of application of STEAM concepts in mathematics classrooms,especially in the application of geometric drawing board software,the penetration of mathematical modeling ideas,and the guidance of variant design of problems.insufficient.The STEAM concept emphasizes comprehensiveness,contextuality and design,etc.,helping students to seek diversified and multi-level learning,which is conducive to cultivating students' interest in mathematics learning,enhancing their confidence in mathematics learning,and forming a positive and comprehensive mathematical concept.The rational application of the STEAM concept by teachers in education and teaching helps to cultivate students' emotions in mathematics learning.