Research On The Cultivation Of Junior High School Students’ Mathematics Learning Emotions Under The Consistent Concept Of "Teaching-Learning-Evaluation"

Emotions,attitudes,and values are one of the teaching objectives of the Curriculum Standards(2022 edition),reflecting China’s emphasis on the learning emotions of middle school students in basic education.Studying the emotions of middle school students in mathematics learning can help teachers understand the current problems in mathematics emotional education and develop targeted teaching strategies.Therefore,improving students’ mathematical learning emotions has important theoretical significance and practical value.The consistency of "teaching learning evaluation" is a concept that takes students as the main body,learning objectives as the starting point,and combines teaching methods,teaching strategies,and classroom evaluation.Teachers attach importance to the results of students’ learning and can examine,analyze,and handle them from the perspective of objectives,reasonably evaluate the efforts made by students in learning,promote the achievement of learning objectives,and help to enhance students’ mathematics learning emotions.However,there are relatively few research projects on the integration of the concept of "teaching learning evaluation" consistency with mathematical learning emotions.Therefore,this article combines it with mathematical teaching activities to explore teaching strategies for cultivating middle school students’ emotional learning in mathematics,bringing new insights to emotional education for middle school mathematics teachers.This article first takes 576 middle school students from a high school in Zaozhuang City as the research subjects,distributes survey questionnaires,and uses SPSS 22.0 software to analyze the overall and four dimensional levels of mathematics learning emotions among middle school students.The differences in mathematics learning emotions among students of different grades,genders,and grades are compared,and the correlation between mathematics grades and mathematics learning emotions is analyzed;Secondly,two classes were selected for a control experiment to verify whether classroom teaching under the concept of "teaching learning evaluation" consistency can improve middle school students’ math grades and emotional levels in math learning.The research conclusions are as follows:(1)Middle school students’ mathematics learning emotions are at an average level and accompanied by varying degrees of negative emotions,with relatively low scores of mathematics learning interests and beliefs;(2)There is no significant difference in mathematics learning emotions among junior high school students in different grades,but there is a significant difference between different grades and genders.Excellent and intermediate students have higher levels of mathematics learning emotions,with males having higher average values in all dimensions than females,indicating a better level of mathematics learning emotions;(3)There is a significant positive correlation between the four dimensions of mathematics learning emotions and mathematics learning performance,with mathematics learning beliefs having the greatest impact on students’ mathematics performance;(4)Practice has proven that junior high school students have significantly improved their emotional levels and math scores in mathematics learning under the consistent concept of "teaching learning evaluation".Based on the research results,starting from the concept of "teaching learning evaluation" consistency,teaching strategies are proposed from four aspects: understanding goals,achieving goals,mathematical beliefs,and reasonable evaluation.Teaching design is also provided to stimulate teachers’ thinking and exploration of the integration of "teaching learning evaluation" consistency concept and mathematical curriculum,in order to improve students’ mathematical learning emotions in the "teaching learning evaluation" consistency concept classroom,The application value of achieving the consistency concept of "teaching learning evaluation" in education and teaching.