Analysis And Study Of Emotional Participation And Academic Achievement In Mathematics Learning Of Junior High School Students

After the reform of the new curriculum,the three new teaching goals have been determined,one of which is the emotional goal,that is,the "emotional attitude and the goal of values".Constructivism puts forward that students are the subject of learning.The participation of middle school students in the classroom teaching process determines the quality of academic achievement to a great extent.By reading various literatures and a comprehensive analysis of the literature,this study will participate in the mathematics classroom of middle school students emotion is divided into three forms: explicit emotional involvement(generated by the students of teachers in the teaching process and students emotional experience,emotional involvement(neutral)generated by the students of the mathematics knowledge,implicit emotion emotional experience)participate in(on the students' mathematical learning process including learning attitude,attribution from emotional experience).Combined with the emotion involved in the form and characteristics of the development of the questionnaire,through questionnaire survey,interview,literature review and other research methods of junior high school students in a middle school in Yichun were investigated,the status and academic achievement of middle school students' emotion in the mathematics classroom participation together,are analyzed.This study is divided into 5 chapters.The first chapter describes the background of the problem,the purpose of the study and the significance of the research.The second chapter defines the related concepts in this study,and summarizes the research and progress of student participation in classroom based on the research materials at home and abroad.The third chapter expounds the basic ideas,research methods and research process of the research.The fourth chapter analyzes the situation of emotional participation in junior high school students' mathematics class,and analyzes the mathematics classroom situation of junior high school students with academic achievement.The fifth chapter puts forward the suggestions and expectations,and points out the limitations and shortcomings of this study.The main conclusions of this study are: 1.,there are significant grade differences in emotional participation among junior middle school students.2.,emotional participation mainly includes two aspects.Active participation and passive participation,positive participation is positively correlated with academic achievement,while passive participation is negatively correlated with academic achievement.3.in the negative emotion,the participation degree of weariness is the highest in the dominant emotion participation,and the negative emotion is negatively correlated with the learning achievement.4.positive emotion of middle school students' stealth emotion participates in the highest participation of impromptu interest,and is positively related to the learning achievement.5.the relationship between emotional participation and learning sex also exists.