Survey And Research On Math Motivation,Emotions And Attitudes Of First-Year Art Students In High School

As art students become more and more severe in the college entrance examination situation,the specialization of art training,and the promotion of modern education concepts,the problem of mathematics training for art students needs to be solved urgently.Aiming at the group of first-year art students in high school,in addition to the poor mathematical foundation,the problems and characteristics of mathematics learning motivation,learning emotions,and learning attitudes are worthy of further research and discussion.Through domestic and foreign literature combing,questionnaire surveys,interviews and other practical studies,the research shows that: First-year art students in high school are motivated by mathematics at a medium level,lower than cultural students.Motivation for mathematics learning and its sub-dimension cognitive motivation,achievement motivation and mathematics learning time,mathematics learning achievement are significantly related,36.7% of the mathematical outlook is transformed into cognitive motivation,and 66% of the mathematical learning beliefs are transformed into achievement motivation;First-year art students in high school have a medium level of emotional emotions in mathematics,which is lower than that of cultural students,boys 'mathematics learning emotions are generally higher than girls',self-efficacy level is low,self-efficacy is significantly related to mathematics study time and mathematics performance,47.1% of mathematical anxiety offsets emotional stability,31.6% of external motivations offset emotional stability,and 33.4% of external motivations offset math learning responsibility,41.394% of cognitive motivation was transformed into self-efficacy,and 39.87% of achievement motivation was transformed into self-efficacy;The mathematics learning attitude of first-year art students in high school is at a positive level,which is lower than that of cultural students,the highest level of attitude towards mathematics learning in the third grade,there are gender differences in the sub-dimensions of mathematics learning attitudes,mathematics learning responsibility is significantly associated with age,11.3% of achievement motivation and 31.6% of cognitive motivation are transformed into mathematical concepts,while 33.7% of achievement motivation and 43.6% of cognitive motivation are transformed into mathematical learning beliefs,18.4% of cognitive motivation and 26.7% of achievement motivation were converted into mathematical learning responsibility,and 18.9% of external motivation was offset by mathematical learning responsibility,while 40.8% of cognitive motivation and 31.3% of achievement motivation were converted into mathematical learning beliefs,14.5% of external motivations offset mathematical learning beliefs.Put forward suggestions for first-year high school art students' mathematics learning motivation,emotions and attitudes.In terms of mathematics learning motivation: stimulate students' interest,curiosity,and improve cognitive motivation;reduce learning difficulty and improve achievement motivation;cultivate learning autonomy and appropriately reduce external motivation.In terms of emotions and emotions in mathematics learning: a variety of incentives work together to improve self-efficacy;create a relaxed and pleasant teaching environment to maintain the current level of mathematical anxiety;encourage students to express their learning feelings and maintain the current level of emotional stability.In terms of attitudes to mathematics learning: Correct the concepts of mathematics learning and form correct beliefs in mathematics learning;recognize the value of learning,reduce external pressures,and improve the sense of responsibility for mathematics learning;infiltrate mathematical culture and applications,and maintain the current level of mathematical outlook.