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在中学数学教学中,学生对数学的概念、理论、方法等,并不是无动于衷,而是常常抱有各种不同的态度,会有各种复杂的内心体验。如果顺利完成学习任务,他们会感到满意、愉快和欢乐;学习失败时,则会感到痛苦、恐惧和憎恨;遇到新奇的问题、结论和方法时,会产生惊讶和欣慰。虽然这种情感不直接参与数学的认知活动,但对数学学习起着推动、增加、坚持、调节等作用。因此,重视情感教育不仅能提高课堂的学习效率而且对其能力和素质的培养也是有益的。
In middle school mathematics teaching, students are not indifferent to the concept, theory and method of mathematics, but often have different attitudes and experiences of complicated inner experiences. They will be satisfied, happy and happy if they have successfully completed their study assignments. They will feel pain, fear and hatred when they fail in their studies. They will be amazed and happy when they encounter strange problems, conclusions and methods. Although this emotion is not directly involved in the cognitive activities of mathematics, it plays a role in promoting, increasing, insisting and regulating mathematics learning. Therefore, attaching importance to emotional education can not only improve the learning efficiency of the classroom but also benefit its ability and quality cultivation.