Due to the irrational and illogical characteristics of emotion, combined with the needs of mathematics teaching itself, I think that cultivating students' positive emotions should start from the following aspects:
First, through the infiltration of mathematics teachers' own positive emotions
As a math teacher, a person's feelings about math will subtly affect students' feelings about math, so teachers must be infectious. In front of middle school students who are eager for knowledge and full of curiosity, teachers have a sacred aura shining on their heads, so teachers should play a good role as models and teachers everywhere and influence students with rigorous spirit. Teachers should have a rigorous teaching attitude, have a heartfelt love for mathematics, and regard attending classes as a kind of enjoyment, so it is natural for students to love mathematics and regard learning mathematics as a kind of enjoyment. In other words, if a math teacher doesn't love math and has no strict teaching attitude, it is impossible to cultivate students' feelings of learning and loving math in his teaching process. Facts have proved that it is very important for teachers to infect students with their pursuit of career, guide their emotional development, and form and internalize their quality.
Teachers should enter the classroom with love for students and strive to embody the artistic beauty of classroom teaching. Teachers should be fully prepared before class, attend class on time, be generous in appearance, be kind in teaching, speak Mandarin in class, and have an infectious humor. They should try their best to link what they teach with the latest examples and applications, so as to arouse students' interest and make them happy to learn. In classroom teaching, teachers should pay attention to the infection of their own positive emotions, and reveal their true feelings to students in combination with the teaching content, so as to directly enhance the appeal of the classroom and cultivate students' positive emotions.
Second, establish a harmonious relationship between teachers and students and form a positive emotional experience.
In classroom teaching, teachers sincerely care for students, form their own happy mood and good teaching emotion, stimulate students' emotional singing and establish a harmonious relationship between teachers and students. Teaching is a process in which teachers and students communicate, communicate, inspire and supplement each other. On the basis of establishing a good relationship between teachers and students, give full play to the role of "emotional field". As the German educator Dostoevsky said, the art of teaching is not to impart skills, but to inspire, awaken and encourage. In teaching, teachers should practice teaching in a new role, break the old custom of respecting teachers and attaching importance to teaching, bring love, smile and encouragement into the classroom, and create a relaxed and harmonious learning atmosphere. Communicate with students through various encouraging languages, establish an equal relationship with students in personality, walk off the podium, walk beside students, and have an equal dialogue and exchange with students; Guide students to question boldly, generate curiosity and thirst for knowledge, fully affirm students' achievements and performance, let them enjoy the joy of success, make students learn knowledge, skills and the truth of being a man in a harmonious and orderly atmosphere, and thus cultivate students' feelings for themselves and mathematics. On the other hand, we should strictly demand students, unswervingly demand and guide them to develop and advance in the right direction, and never give in and let themselves go. In the long run, students will feel the teacher's love for him, thus realizing our unexpected "win-win" between teaching and learning. As a math teacher, you should not only have profound math knowledge, but also have superb understanding, be good at clearing the channels of emotional information exchange, accept and care for every student, and be a good teacher and friend for every student. Therefore, teachers must know their students, get to know them deeply, and help them build confidence in learning mathematics well. Teachers should observe and analyze students' personality characteristics, hobbies and potential characteristics from all angles, and strive to find the "bright spot" of each student. Teachers should actively and patiently listen to students' real thoughts. Although these ideas are sometimes naive or wrong, they have certain "internal rationality". We should not take a simple negative attitude, but should carefully analyze and understand the causes and processes of their emergence. Only in this way can we pave the emotional foundation of cooperative teaching between teachers and students, reduce students' psychological burden of learning mathematics, and thus stimulate their confidence and lasting motivation to learn mathematics well. Students with poor grades, in particular, have long been troubled by inferiority complex. Teachers should inject more sweetness of love, not discriminate, not ridicule, help, praise progress, let themselves live in hope and maintain psychological balance. When students feel the teacher's sincere love, they can produce positive factors and enhance their learning motivation.
Third, contact life through teaching content and infiltrate positive emotions.
The principle of taking students as the main body should be established in the teaching process. Mathematics teaching is a two-way activity of teaching and learning, and it is also a process of students' active understanding. In this process, the teaching content is the object and the students are the main body of the classroom. Students should not only accept knowledge, but also become active explorers. Therefore, we must creatively organize the teaching content, fully display the formation process of knowledge, let students participate in the occurrence and development process of knowledge, and let students feel something. With situation as the means, emotion as the link and development as the goal, students can solve practical problems by creating problem situations and promote emotional development in rich learning. Let students truly experience that mathematics not only comes from and is refined from life, but also is applied to and serves life at a higher level. Students feel the important role of mathematics in daily life, and they will study mathematics knowledge harder.
Fourthly, internalize positive emotions with the beauty of mathematics.
The aesthetic feeling of mathematics is very strong, the inherent beauty of the knowledge structure of mathematics itself, the expressive beauty of mathematical features, the unique and singular beauty of mathematical thinking methods, the concise beauty of mathematical language symbols, the image beauty of geometric figures and the process beauty of exploring problem-solving ideas in teaching. Therefore, in teaching, through a series of activities such as students' practice, exploration, observation and summary, we should constantly show the beauty of mathematics to students, so that students can fully feel that mathematics is also a colorful and beautiful world, thus generating a strong interest in mathematics learning and stimulating their interest in learning. For example, by observing the symmetry of figures, numbers and formulas, we can feel the beauty of symmetry and guide students to solve problems with symmetrical ideas. Guide students to observe the algebraic wisdom of various symbolic buildings, patterns and geometric problems, and let students appreciate the strange beauty of mathematics. By showing the best position of the announcer on the stage, the golden section is applied to the optimization and practical application of architecture, painting and stage art design, so that students can feel the beauty of the golden section. The beauty of mathematics, through the infiltration of "moistening things silently", makes students feel and understand subtly and love mathematics.
Fifth, mobilize students' positive emotions through multi-channel and personalized evaluation methods.
The main purpose of new curriculum evaluation is to fully understand students' mathematics learning process, motivate students' learning and improve teachers' teaching, so an evaluation system with multiple evaluation objectives and methods should be established. The evaluation of mathematics learning should not only pay attention to students' learning results, but also pay attention to their learning process; We should not only pay attention to students' mathematics learning level, but also pay attention to students' emotions and attitudes in mathematics activities, so as to help students know themselves and build up confidence. Teachers should evaluate students in a personalized way: praise and evaluate underachievers, affirm and mobilize their enthusiasm in time; Encouraging evaluation of middle school students not only reveals the shortcomings, but also points out the direction of efforts to make them positive; Competitive evaluation of gifted students and adherence to high standards will make them more rigorous and modest, constantly surpass themselves, and let every student get a positive emotional experience.
There are many ways to cultivate students' positive emotions in mathematics teaching: for example, strengthening the connection between mathematics and other disciplines; Through the history of mathematics and the example power of scientists; Through math games; Through multimedia teaching; Through cooperative learning, etc.
In a word, it will get twice the result with half the effort to stimulate students' positive emotions in mathematics teaching. Practicing hard in teaching and adopting various methods to cultivate students' positive emotions will improve the quality of mathematics teaching more effectively.