Cases Study On The Implementation Of Mathematics Emotion Education In High-grade Of Primary School

With the weakening of modern people's emotional consciousness,problems such as “passengers have accidents without assistance” and “more fake products”have appeared in society,the trust between people has gradually decreased."Bullying incidents and teacher-student conflicts" often occur in schools.The reason is that students' emotional consciousness have not been well cultivated.With the increasing of problem incidents,people began to realize the importance of emotional education.The research on emotional education has gradually extended from the theoretical level to the practical level,but the research scope is not comprehensive enough and there is less research on teachers' practical operation,especially the research on emotional education in the primary stage has been ignored.The purpose of this research is to investigate the current situation of the implementation of mathematics emotional education in the senior years of primary schools,further select the classroom records of different teachers for empirical research,analyze the specific operations of mathematical emotion implementation in teachers' teaching,and summarize the advantages and disadvantages.Hoping to offer some reference for current teachers.This research is divided into four parts,the details are as follows:Part I: This part mainly expounds from the raised of questions to,research significance and research purpose.By combing the core concepts of “emotional education,mathematical emotional education,curriculum implementation”,he research ideas and method are determined based on the comprehensive reference to relevant literature of domestic and foreign.Part II: Through interviews with a total of 14 teachers and 24 students from S Primary School in Shijiazhuang City and G Primary School in Handan City,the classroom follow-up of some teachers were conducted to investigate the status of emotional education in primary school mathematics teaching.Through the analysis of the four dimensions of pre-teaching,teaching process,post-teaching extension,and teachers' theoretical cognition,it is found that the following problems exist in the implementation of emotional education in primary mathematics: teachers' perception of emotional education is biased and teachers' preparation for emotional education is not comprehensive enough,Teachers ignore the main body of students in the emotional education of mathematics and teachers ignore the extension after class.Part III: According to the four modules of the “Mathematics Curriculum Standards”,the corresponding teaching cases are selected and some teachers' classrooms are videotaped and organized into tables.At the same time,the teachers of the lectures are interviewed briefly after the class.Through in-depth analysis of each link of the teachers' teaching,the specific measures for the implementation of emotional education in the actual primary mathematics teaching are studied.Part 3:summarized the inspiration from practical cases.The pros and cons of the implementation of emotional education in mathematics in research and practice cases are summarized and it is expect that it can provide some reference for teachers in the front line.