Exploration And Research On Infiltrating Emotional Education In High School Mathematics Teaching

The newly promulgated "Mathematics Curriculum Standards" has clearly stated that the emotional attitudes and values is one of the goals of the mathematics education, this view reflects our education’s "people-oriented" philosophy of education, and the starting point and destination point for education are based on human development and improvement as the ultimate goal. But in the front-line of education, due to the influence of traditional teaching philosophy, pressure of the examination and evaluation mechanism, quite a lot of front-line mathematics teachers have still not recognize the necessity and urgency of assimilating emotional education into the whole process of mathematics education, therefore, very few teachers attempt to embody it in the teaching process. This study aims to explore how to moderately infiltrate emotional education in mathematics teaching. Through the investigation and analysis of high school teachers and students, this paper puts forward the implementation of emotional education strategies.Through the infiltration of emotional education, this research will help students to improve their logical thinking and innovation ability, actively solving practical problems ability and the ability of discover and appreciate the beauty; elevate student’s mathematics literacy, the active initiative of "ask a question"; develop students’attitude of rigorous and serious attitude and the will of overcoming difficulties; help students to build confidence of learning mathematics.According to the theories of psychology and pedagogy theory, Bloom’s classification on emotional goals method and constructivist learning theory, using literature, investigation, observation, analysis and other research methods, this research investigates the front-line mathematics teachers and students. Through the investigation and analysis, this paper points out the causes of insufficient emotional education in high school mathematics teaching. Base on the causes and problems of emotional education in mathematics teaching process, this research explores the strategies of infiltrating emotional education into the whole process of mathematics education. Through the survey, we found that the main problems in emotional education teaching:Teacher’s teaching methods are not emotional. The teaching can’t cause students’interests and emotional resonance because of lack of exchange and communication with students; Teachers’awareness of emotional education is not enough, the potency dimension about emotional education is insufficient; Students’understanding of the relationship between mathematics and real life is insufficient; Students’emotion and attitude to teachers will affect their performance in class. Thus, this research work out the emotional goals’classification of mathematical teaching; Base on the angles of teachers, students and knowledge, this paper puts forward the strategies of assimilating emotional education in high school mathematics teaching.