"Knowledge" includes knowledge, skills and ideas; "Emotion" includes various and multi-level emotional phenomena. Emotion belongs to the category of non-intellectual factors and is the internal driving force of students' intellectual development. In mathematics teaching, with the cognitive process, emotion changes from being aware of a certain phenomenon and willing to pay attention to it → responding to demand → appreciating behavior satisfactorily → forming personality and outlook on life; It is closely parallel and overlapping with the memorization, understanding and application of knowledge, and * * * exists in a unity. In order to achieve teaching goals, emotional goals are sometimes needed as a means to achieve cognitive goals; Sometimes changes in the cognitive field are used as a means to cause emotional changes. First, the current situation of emotional education in mathematics teaching. Emotion is the experience of people's attitude towards whether objective things meet their personal needs and the reflection of people's complex psychological activities. In mathematics teaching, we should not only cultivate students' computing ability, logical thinking ability and spatial imagination ability, but also cultivate students' good learning psychological quality, personality and moral quality and aesthetic quality, which are indispensable and important components of mathematics quality. Being good at applying emotional education in mathematics teaching is not only a higher level requirement for mathematics teaching, but also the need of current mathematics quality education. China's "Outline of Education Reform and Development" clearly regards the cultivation of psychological quality as one of the specifications for the all-round development of the educated. The new mathematics curriculum standard also points out that the mathematics curriculum in the compulsory education stage should not only consider the characteristics of mathematics itself, but also follow the psychological laws of students' learning mathematics. It emphasizes that starting from students' existing life experience, students should experience the process of abstracting practical problems into mathematical models and explaining and applying them, so that students can gain an understanding of mathematics and make progress and development in many aspects such as thinking ability, emotional attitude and values. Mathematics teaching has its boring side because of its discipline. If we don't pay attention to the input of emotion and the introduction of interest, it will inevitably make students feel that mathematics is difficult to learn and understand, thus losing confidence in learning mathematics well. It is no exaggeration to say that emotion is the lubricant and catalyst of mathematics teaching. In the current mathematics teaching process, it is difficult for students to learn, and it is even more difficult for teachers to teach. This situation is quite unfavorable for students to learn mathematics. In learning activities, students are often emotional. If students are accompanied by excitement, excitement, surprise and pleasant experience in the process of discovering truth, then this emotion can strengthen people's intellectual activities and promote intellectual development. However, due to the lack of knowledge and life experience, students are not good at using reason to control emotions, but often use emotions to control emotions. They are interested in a certain subject, have a good impression on a certain teacher, or have a good grasp of knowledge when their mood is high and their learning motivation is sufficient. On the contrary, the learning effect is poor. It can be seen that students' emotional activities are an important factor affecting the teaching process. Therefore, in the teaching process, teachers can actively use subject knowledge, tap the emotional factors contained in the teaching process, stimulate and cultivate students' positive emotions, and create a teaching environment full of positive emotions, so as to achieve the best effect of developing students' intelligence. Therefore, in mathematics teaching, teachers should educate people with emotion and with heart. Second, the role of emotional education in mathematics teaching Modern psychological research shows that students' learning is not a process of "pure understanding". As Rogers, a humanistic psychologist, pointed out: learning itself includes two aspects: cognition and emotion. As a student (the subject of learning), in the process of mathematics learning, his intellectual factors shoulder the task of information processing, that is, perception, processing, memory, maintenance and application of information. It can transform human accumulated experience into individual knowledge structure and belongs to the main operating system. Non-intellectual factors are responsible for information selection, that is, identifying and screening information. When it is considered interesting and valuable, the subject will actively and effectively absorb it, otherwise, it will be the opposite. This is also the reason why some teachers blindly increase the amount of knowledge and information, and can't really enter the students' minds. Therefore, non-intellectual factors play a role in starting, guiding, maintaining and regulating the operation system, which belongs to the main power system. If our teaching only pays attention to the process of operating system, that is, cognitive process, and ignores the process of dynamic system, that is, emotional process, or although we sometimes talk about interest, motivation, emotion and will, at best, it is only a general condition to attract students' attention and ensure students' attention in class, and it is a dispensable and insignificant accessory in teaching activities, that is a great defect. From the perspective of modern teaching, these two systems are synergistic, interdependent, mutually promoting and closely cooperating in the teaching process. Therefore, mathematics teaching must strive to achieve the harmonious unity of students' cognition and emotion, intellectual factors and non-intellectual factors, and pursue the best teaching effect in the dynamic teaching process. Thirdly, the method of infiltrating emotional education in mathematics teaching. Because emotional education is irrational and illogical, its educational methods are not modular, and should be based on infiltration. Therefore, according to the present situation of education and the problems faced, combined with the needs of mathematics teaching itself, I think that emotional education should be infiltrated from the following aspects: 1, carefully creating problem situations, inducing students' emotional needs and stimulating students' learning emotions are important aspects to promote students' active, active and effective learning. Zankov said: "Once the teaching method touches students' emotional and will fields and their psychological needs, it will become efficient. "Emotions are always accompanied by situations. Therefore, we must pay attention to creating problem situations, that is, teachers create learning environments according to the contents of textbooks, and induce students' emotions in the learning environments. For example, create a problem situation: at the gate of a bus stop, a red line is often drawn on the wall at 1. 1m and1.4m. When a child enters the station, he only needs to stand with his heel against the wall to see if his height exceeds the free ticket line or the half-ticket line, and then he can decide whether the child needs to buy a full ticket. Teachers guide students to think about the basis and methods to solve this problem, thus introducing a comparative study of the size of line segments. This kind of design is properly close to the problem situation of students' life. The introduction of the new curriculum will make students feel more cordial and feel that mathematics is around, thus stimulating their interest in learning, opening the floodgate of thinking and exploring the source of creativity. 2. Establish a harmonious relationship between teachers and students and form a positive emotional experience. There are many children in a class. Every child has a beautiful appearance and a high IQ, but people's need for respect is innate. In this regard, I personally think that students and teachers play different roles in the education process, but they are irreplaceable. The most important thing for teachers is not to be "partial". A teacher should be a fair judge, equal to every student, and more importantly, like a selfless gardener, sprinkle the rain and dew of love into every child's heart fairly. Weak seedlings need sunshine and rain more. The key to respecting all students lies in whether we can face all students. The most important thing is poor students. We should turn neglect into attention, dislike into love and indifference into respect. We should adjust our sight in class so that poor students can see the kind eyes of teachers every day and live a happy campus life. Every compliment and praise from the teacher is an encouragement to the students. In class, teachers' concern for students, trusting nods, touching and gentle inquiries are all manifestations of teachers' love. When both teachers and students are in a positive emotional state, there will be a confluence of emotions, and a harmonious, natural and relaxed atmosphere will appear in the classroom. It is necessary to create conditions for poor students to have the opportunity to express themselves completely and decently, so that poor students can form a virtuous circle in their studies and constantly sprout enterprising psychology in the process of praise → hard work → success → self-confidence → further efforts → greater success. If a teacher can treat his students sincerely and express his true thoughts and feelings frankly. Only when words and deeds are consistent can students open their hearts to their teachers. I am willing to have a heart-to-heart talk with my teacher and return the favor with a peach. When students feel that they are respected, appreciated and understood by teachers, they will cooperate wholeheartedly with teachers and repay them with a hundredfold effort, thus giving full play to their potential. 3. Using flexible and diverse methods to maintain a stable emotional expression teaching activity is a process in which the cognitive process and the emotional process are intertwined and complementary. The interaction and complementarity of interest and pleasure provides the best emotional background for students' intellectual activities, which can change the nature of students' emotional activities in the teaching process, change the negative state into a positive state, and improve classroom teaching efficiency and students' learning effect. How to cultivate interest? The first is to adopt flexible and diverse teaching methods. For example, talk about concepts by creating situations; Explain properties, laws, formulas or theorems by means of discovery and comparison; Practice or review classes by talking, practicing or discussing. Enlighten and induce, fully mobilize students' enthusiasm, let them take the initiative to participate and learn lively. The second is to enhance the interest in mathematics learning. In the classroom, combined with teaching, using multimedia courseware or teaching AIDS, let students have a look, draw a picture, do one thing, dynamically help students master some abstract knowledge, and even make their own teaching AIDS in an interactive way. The effect is unmatched by traditional teaching methods, which not only enables students to learn knowledge, but also increases their interest and improves their ability to use their hands and brains. For example, when studying "The Application of similar triangles", the teacher told the students a story about Thales, an ancient Greek philosopher, measuring the height of the pyramid, and showed the scene pictures with multimedia. The students are very confused. The teacher conveniently introduced similar triangles's knowledge application study. After learning the new lesson, they came back to think about how Thales measured the height of the pyramid. Such a persistent problem situation runs through the whole classroom teaching, which not only stimulates students' thinking, but also cultivates students' consciousness of applying mathematical knowledge to solve design problems. 4. Digging the beauty in mathematics and internalizing good emotional quality Mathematics is a science that studies the quantitative relationship and spatial form of the objective world. The beauty of mathematics is simple, harmonious, rigorous and strange in its unique abstract concepts, formula symbols, propositional models, structural systems, reasoning and argumentation, and thinking methods. It is a free form of mathematical creation, which reveals the regularity and is a kind of scientific beauty. The factors of beauty in mathematics are various, concrete and profound, which are mainly manifested in the following four aspects: (1) simplicity. Simplicity is the characteristic of beauty and the basic content of mathematical beauty. The simple beauty of mathematics has the characteristics of concise form, order, regularity and high unity, as well as the universality of mathematical laws and applications. For example, the well-known area formulas of triangle, parallelogram and trapezoid are simple and regular in form and widely used. In the trapezoid area formula S = 1/2 (a+b) h (a is the upper bottom, b is the lower bottom, and h is the height), when a=0, it becomes the triangle area formula; When a=b, it becomes the area formula of a plane quadrilateral. This dialectical method, which is both different and related, opposite and unified, and from quantitative change to qualitative change, can be seen everywhere in mathematics. His thinking method introduced deep thinking. (2) Harmony. Various natural forms, especially the ecology of animals and plants and many forms created by human beings, are full of mathematical relations, symmetry and harmony. As a mathematical science that reflects and studies objective laws, it embodies the characteristics of this kind of beauty. The harmony of mathematical beauty refers to the coordination and integrity of mathematical content and structural system, as well as the balance and symmetry of mathematics. (3) rigidity. Stiffness is the unique beauty of mathematics. It shows that the mathematical definition accurately reveals the essential attributes of the concept; Mathematical conclusion exists and is unique, right and wrong are clear and unambiguous; The logical reasoning of mathematics is strict, and there is no lie from the beginning of its axiom to the last link of its derivation, even if a symbol is wrong. In addition, the mathematical structure system is well coordinated, the mathematical graphics are beautiful and harmonious, and the mathematical language is vivid and rigorous. For example, the limit process is an infinitely closed process, and people can't experience its whole process, but the limit theory enables us to complete this process in reasoning and imagination. The correctness of its conclusion is beyond doubt, and it has reached a perfect and intoxicating state. This rigor of mathematical beauty requires mathematicians to seek truth from facts, be modest and prudent, and pursue the virtue of truth tirelessly, which is the ethical value of mathematical beauty. (4) Singularity. The novel conclusions, unexpected counterexamples and ingenious problem-solving methods in mathematics all present a unique and surprising beauty. In a word, infiltrating emotional education into mathematics teaching has a multiplier effect on our mathematics teaching. Whether it is clever metaphor, interesting story or proper humor, it can make students memorable, thus enhancing the appeal of mathematics teaching art, as Professor Luo Zengru of Shaanxi Normal University said: Knowledge will be full of interesting humor and charm only with emotional wings. Therefore, mathematics education and emotional education blend, penetrate, influence and promote each other in teaching. Therefore, we should make the future mathematics teaching more in line with the requirements of quality education, closer to the standards of the new curriculum, strive to explore effective ways of emotional education, continuously improve the benefits of emotional education, and improve the quality of mathematics teaching more effectively through emotional education. Only in this way can the education of 2 1 century be truly implemented! As a young teacher, we should grow up as soon as possible. We should not be afraid of wrestling, setbacks and difficulties. We should constantly study and reflect, constantly enrich ourselves, accumulate experience, and realize the new curriculum concept in practice, so that the tree of practice will be evergreen.