Affective Strategies Used To Optimize Senior Middle School Mathematics Teaching

Previous research shows that affective factors have great influence on students' learning activities. Students' achievements may be improved remarkably if teachers implement good affective teaching strategies. However, few researchers have systematically, based on local social and cultural background, designed affective teaching strategies in the framework of mathematics teaching. Improving students' mathematics achievements by carrying out good affective teaching strategies is closely related to the realization of the objectives proposed in the New Curriculum Standard. On the basis of affective teaching psychology, this thesis investigates affective teaching strategies that optimize senior middle school mathematics teaching from four aspects: teaching content, teaching organization, teaching evaluation, and teaching environment. This thesis analyzes "optimizing teaching through focus on affective factors", which is the core teaching notion of affective teaching psychology. This author conducts an experimental study on affective teaching strategies in Grade One in No.1 Minority Nationality Senior Middle School in Dehong, so as to find out an approach to implement the notion of "optimizing teaching through focus on affective factors". The qualitative and quantitative results show that mathematics teaching is remarkably optimized since affective teaching strategies are systematically introduced in the school. In order to take a closer look at the implementing process, this thesis also includes some teaching fragments designed by this author herself and some comments on them as well.