If mathematics is a color, it should be _ _, because _ _;

If mathematics is a kind of food, it should be _ _, because _ _;

If mathematics is an animal, it should be _ _, because _ _.

This is a questionnaire aimed at mathematics emotion, aiming at understanding students' likes and dislikes of mathematics through investigation, so as to guide students' mathematics emotion to develop in a positive direction in teaching, so as to learn mathematics better.

20 1 1 version of the curriculum standard also clearly points out that it is necessary to cultivate students' emotions, attitudes and values. Because emotions not only determine the initial state of learning, but also affect the learning effect and subsequent learning development.

First of all, my own emotional choice.

I think it is difficult for a teacher who doesn't love math to bring out students who love math. Taking this opportunity, I also sorted out my emotional trend towards mathematics along the way.

I have no answers to the above three surveys, because I am a carefree person in life, and I have no special feelings for colors, food and animals: neither strong love nor strong hatred. If I were to describe mathematics, I'd rather express my feelings with exercise. Mathematics is more like climbing mountains or exploring. You never know what challenges and surprises you will face in the next moment. It is full of excitement, adventure, challenge and mystery. When I was a student, I was fascinated by such a game: constantly challenging and then enjoying the pleasure of success.

With the growth of my age and the change of my role (from a student to a math teacher), my feelings for mathematics have also undergone subtle changes, from the enthusiasm and dazzling in my youth to the peace and mellow now.

The same thing in these two emotions is love.

Second, I hope to guide students' emotional orientation.

Without positive emotions, it must be very difficult for students to learn math well. Therefore, I want to guide children to have an emotional orientation of loving mathematics, at least not to hate or dislike mathematics, otherwise there will be great obstacles in mathematics learning.

1. Start with respecting students and protecting their self-esteem.

In learning, especially for students with learning difficulties, it is particularly important to protect their self-esteem and cultivate their self-confidence in mathematics. I attach great importance to it in my usual teaching. After each question is raised, I will give them enough time to think and let them express themselves freely. In this process, we are not eager to evaluate right and wrong, but guide them to explore the ideas behind every appearance. As long as I dare to try, I will give it in time. In this way, the focus of children's learning is to explore the process, not the simple result. In this way, a large number of children who are not confident in mathematics can dare to express and try.

2. Use special cases of mathematics to trigger positive emotions.

There are many interesting and wonderful phenomena in mathematics, such as digital black holes and Mobius belts. In teaching, I have never let go of such a topic that can show the charm of mathematics. For example, after teaching a rule of multiplying a number by 1 1, I asked my children to go back and compete with their parents. Parents used calculators, and students did oral calculations to see who could calculate quickly. The result of the game excited them; When teaching Mobius the belt, I let the students guess what it would be like to cut along the half line and the three lines. Cut it again. After cutting it, the children exclaimed loudly: Amazing! At such a moment, I always lose no time to express my feelings vigorously: is math good? Isn't it amazing? In this process, strong feelings are born with the acquisition of knowledge.

Such feelings can make students not afraid at the beginning of learning and not give up in the process of learning. If such feelings can be lucky enough to accompany you all your life, what can stop the pace of mathematics learning?