Investigation On The Relationship Between Mathematics Learning Emotion And Classroom Learning Participation Of Higher Vocational Students

Theoretical and practical research at home and abroad shows that students’ learning participation affects the learning effect,among which classroom learning participation is the top priority of stu0dents’ learning participation.Mathematics is an important subject to cultivate students ’basic ability,so it is of great significance to study students’ learning participation in mathematics classroom.Existing research shows that the students ’motivation,attitude,self-efficacy,experience and other mathematics learning emotional factors will affect the students’ classroom learning participation,which will affect the students ’mathematics learning effect,good mathematics learning emotional level and mathematics classroom learning level is a necessary condition for students to learn to learn,how to develop the students’ mathematics learning emotion and improve the level of mathematics classroom participation are meaningful topics in mathematics education.This study will be based on the perspective of emotional factors in mathematics learning,to explore the relationship between mathematics learning emotional factors and classroom learning participation,so as to have a deeper understanding of mathematics classroom learning participation and mathematics learning emotional factors,to help higher vocational students to improve the efficiency of mathematics learning,and obtain better mathematical comprehensive learning ability.This study adopts empirical research,select a vocational college each grade in Jiangxi province,a total of nine professional students as a research object,study different gender,different categories,different grades of higher vocational students mathematics learning emotional factors and mathematics classroom learning characteristics,and explore the correlation between the two,get the following conclusions:1.The emotional factors of mathematics learning are in the middle grade level,and the overall level is general.The scores of the emotional factors of mathematics learning of higher vocational students are: attitude> will>motivation> emotional communication> discipline appreciation> evaluation>experience.Generally speaking,the emotional level of mathematics learning emotion of higher vocational students needs to be strengthened.2.Emotional factors of mathematics learning In terms of student gender,the other five dimensions except experience dimension all show significant difference from student gender;in student category,the other four dimensions except experience and subject evaluation;all dimensions show significant differences in student performance.3.The participation of mathematics classroom learning is generally at the lower medium level,and the corresponding levels of the three dimensions are as follows: low level strategy level> dependent strategy level> high level strategy level.Higher vocational students less use high-level strategy levels to participate in the learning of mathematics class,and more use dependent strategies and low-level strategy levels to participate in learning in mathematics class.4.The correlation coefficient between the emotional factors of mathematics learning and the level of classroom learning participation is(.836**),which shows a significant positive correlation,and also a significant correlation between each dimension and the level of mathematics classroom learning participation.The correlation coefficient between the dimensions and the participation level of mathematics classroom learning is successively:motivation(.732**)> Attitude(.716**)> The Will(.658**)> Emotional communication(.612**)> Experience(.529**)> Discipline Evaluation(.505**),with the highest correlation between motivation and learning participation level,and the lowest subject evaluation.Through the above investigation conclusions,we can conclude that:Mathematics learning emotional factors mathematics classroom learning participation level are general,generally in the middle and lower level,but there is a significant positive correlation between the two.According to the above regression equation,students’ mathematics learning emotional factors are used to predict the participation level of classroom learning participation,so as to provide a certain positive effect on improving the efficiency and effect of mathematics learning.Based on the research conclusion,the sixth chapter of this paper gives the suggestions on how to improve the level of mathematics classroom participation and cultivate the emotion of mathematics learning for higher vocational students and the teaching of higher vocational mathematics teachers.