Research On Emotional Education In Middle School’s Mathematics Education

The origin of education is to promote growth and comprehensive development of people,students always come along with emotional experience when receiving education at schoolwhen learning all kinds of cultural knowledge and training skills. Many students do not feelthe charm and mystery of mathematics in the process of studying, but lose interest in learningmathematics with the deepening of the study, even some outstanding students at mathematicsalso show dislike for math for the purpose of examination and entrance. This is because weignore the student’s mathematics emotional experience while only paying attention to thescores performance during exams and repeated mathematics problem-solving training. Whilestudies have shown that emotional have an impact on the cognitive psychology, that is theformation of good personality and quality depends on the development of emotion, so duringthe process of knowledge learning we put forward the emotional education goals, attach greatimportance to the students’ integrity, systematic study to improve the student’s personality,attitude, values and outlook on life under the form of new curriculum reform.Mathematics emotion not only refers to the interest, enthusiasm, desire, and further createdmotivation when learning, but also refers to the inner surface experience and rich feeling, aswell as constant and positive-cycled interest, enthusiasm, desire.Based on previous studies, the theory of emotional education both at home and abroad,combining with the characteristics of mathematics, this paper firstly probes into the emotionaleducation value and the mathematics emotional education meaning, secondly realizes thecurrent status of junior high school students mathematics emotion quality throughquestionnaire, thirdly analyzes the mathematics education current situation and existingproblems for implementation through the mathematics teachers’ interview survey, thenexplores the effective method for the emotional education implementation in the process ofteaching practice, last but one shares the effective examples and teaching practices in theprocess of teaching, last draws conclusions and suggestions, the full text is divided into sixparts.By the teachers and students of interview and questionnaire survey, it is understood thecurrent junior high school students mathematics emotion quality, and the influencing factorsin the process of implementation of emotional education in the junior middle school mathematics education teaching.Although most of the teachers realize the importance ofemotional education, but do not appreciate that. Without effective operating methods, teachersoften ignore the actually positive effect for the emotional education goals in theteaching.Combining with teaching practice, the author clears up the practice cases andclassroom teaching records for effective mathematics emotion education implementation inthe teaching, hopes to bring some ways for reference.