Research On The Status And Countermeasuers Of Emotional Goal Achievement In Elementary School Mathematics Teaching

In mathematics curriculum standards for compulsory education(2011 edition),the general goal of mathematics is divided into knowledge and skills,mathematical thinking,problem solving,emotion and attitude.In the process of implementing the new mathematics curriculum standard,primary school mathematics teachers pay more attention to knowledge than emotion,pay more attention to achievement than experience,and pay more attention to result than process,which affects teachers’ classroom teaching effect and students’ learning experience.By combing through the literature,this paper determines the research ideas,observes the primary school mathematics classroom,USES the questionnaire survey and the interview method to understand the current situation and the existing problems of the emotional goal from the teacher,the student,the parent three aspects,the mining emotional goal influence factor,thus proposes the corresponding strategy and the suggestion.It is not ideal to achieve the emotional goal of lower mathematics in primary school,which is embodied in the following aspects:In the cognition of emotional goal,"false affirmation" is not accurate to grasp the function and connotation of emotional goal.In the formulation of emotional goals,the presupposition of emotional goals is ignored,the consciousness of generating emotional goals is weak,and the basis for a few teachers to formulate teaching goals is unreasonable.In the pre-class preparation,there are a few teachers unprepared students,it is difficult to fully understand the students,pre-class preparation is not sufficient;In the teaching process,teachers’ empathy ability is insufficient,explanation is more than self-study,students’ classroom experience is not rich,situational teaching is shrunk,and setting difficulties are few.In terms of teaching content,classroom practice content ignores students’ interests and abilities,and after-class practice content is out of touch with life.In terms of teaching evaluation,the evaluation of students’ neglect of the performance of cooperation,the evaluation of teaching is slightly subjective,the evaluation goal is ambiguous,and the evaluation effect is unclear.Cognitive factors,emotional factors,behavioral factors and evaluation factors in the teaching process affect the achievement of emotional goals.Based on the above investigation and analysis of the status quo,the following countermeasures are proposed.Promoting emotion with emotion: attaching importance to the function of emotion goal and grasping the connotation of emotion goal;Increase teachers’ emotional input and enrich students’ classroom experience.Action and emotion: preset emotional goals and cultivate learning habits;Change teaching methods to stimulate learning interest;Carry out cooperative learning and accumulate guiding experience;Try to set up difficulties to stimulate learning motivation.To evaluate passion: attach importance to learning process and evaluate performance timely;Student-oriented,objective evaluation of teaching;Based on lifelong learning,looking at three-dimensional goals;The appraisal is specific and timely and plays an incentive role.Home-school cooperation: change the traditional concept,and help the growth of home-school;Discriminating educational information and paying attention to students’ differences;Students think first,parents guide later;Math homework guidance,contact the real life.