Abstract: In the new round of teaching reform in China, the cultivation of students' emotional attitude and values has been particularly emphasized. The course sets four goals: knowledge and skills, mathematical thinking, problem solving and emotional attitude, which is the concrete embodiment of the three-dimensional goals of "knowledge and skills, process and method, emotional attitude and values" in the Outline of Basic Education Curriculum Reform (Trial). I also deeply understand the important role of emotion in students' life and teaching practice: positive emotion can stimulate students to study hard, while negative emotion will hinder students from completing their learning tasks effectively. Therefore, in today's harmonious education, it is essential to explore and cultivate students' good emotions in order to achieve good teaching results in mathematics teaching. Key words: stimulating interest, learning attitude, teacher-student relationship, study habits, and integration into life. With the continuous advancement of the new curriculum reform, teachers are no longer people who preach, teach and dispel doubts, but organizers, directors and participants in students' learning process. While students actively acquire knowledge and master skills, the cultivation of their emotions, attitudes and values will play an increasingly important role in children's growth. So how to cultivate students' emotional attitude and values in primary school mathematics teaching? The following is about how to cultivate students' emotions, attitudes and values in primary school mathematics teaching. First, stimulate students' interest in learning. Bruner, an American psychologist, said: "The best stimulus to learning is interest in the materials you have learned." Interest refers to people's psychological tendency to know, appreciate and explore something. The stronger the students' interest in learning, the better the learning effect. Therefore, when organizing teaching, teachers should pay attention to building various platforms to stimulate students' interest in learning. 1. In classroom teaching, create life situations, stimulate learning motivation, introduce vivid life themes into the classroom, skillfully apply students' life experiences to the classroom, activate students' thinking with life problems, and make mathematics classroom moistened by the water of life, thus making mathematics learning more interesting and attractive. For example, when teaching "Understanding RMB", the teacher first asks: What RMB have you seen and used in your daily life? Let the students vividly reproduce the scenes related to RMB in their lives, and then the teacher asks the students to talk about how they recognized RMB before. Stimulate students' desire for communication, and students' enthusiasm will be mobilized at once. In communication, students' experiences can be shared and supplemented, the classroom presents an interactive situation, and teaching activities become a vivid, active and personalized process. 2. It is children's nature to create "suspense" situations and arouse students' interest in learning "curiosity". The introduction of new curriculum is a prelude to a class, which directly affects students' interest and curiosity. Therefore, in the introduction of new courses, consciously setting up doubts, stimulating doubts and creating some suspense that can arouse students' positive thinking can stimulate students' interest in learning and attract students tightly. For example, when teaching the characteristics of numbers divisible by 3, I created such a situation. First, I reviewed the characteristics of numbers divisible by 2 and 5, and then asked students to test their teachers. Students casually put forward some numbers, and the teacher can quickly judge whether they are divisible by 3. At this time, the students were curious, "Why can the teacher tell us so quickly whether these numbers can be divisible by 3?" Is there any pattern? "A strong thirst for knowledge arises spontaneously. At this time, the teacher grasps the students' thirst for knowledge and introduces new lessons in time, so that the students' enthusiasm for learning runs through the whole classroom. 3. Cleverly set the question situation to stimulate students' love for mathematics. Primary school students' mathematical emotions are often stimulated by problem situations in the teaching classroom, so as to be cultivated. Problem situations are emotionally attractive and easy to stimulate students' interest in learning. Creating problem situations is not an easy task. Ask clever questions and be attractive. In practice, teachers can combine students' age and psychological characteristics, interspersed with some interesting and novel situations, and stimulate students' love for mathematics. For example, in the initial understanding of teaching scores, students can be designed as follows: let students point out the number of moon cakes allocated to everyone with their fingers, and then do it after listening carefully to the teacher's requirements. If there are four moon cakes, divide them equally between Xiaoming and Xiaohong. Please point out the number of moon cakes that everyone gets with your finger. Students will soon put out two fingers. The teacher went on to say that there is a moon cake now, which should be divided equally between Xiaoming and Xiaohong. Please point out the number of moon cakes distributed by each person with your finger. At this time, many students are confused. A classmate stretched out a crooked finger and asked him what he meant. He replied that everyone was given half a moon cake. The teacher further asked: Can you use a number to represent "half"? The student was stumped. At this time, learning a new number (score) has become the students' own wish. 4. Create operating situations to stimulate students' interest in learning. According to the active and curious psychological characteristics of primary school students, teachers can organize some student-centered activities in primary school mathematics classroom teaching, measure, demonstrate or operate some practical problems by themselves, so that students can use their hands and brains to obtain learning results, which can not only consolidate and flexibly use what they have learned, but also improve their operating ability and cultivate their innovative spirit. For example, when talking about "axisymmetric graphics", the teacher asks students to prepare rectangular, square, circular, parallelogram and several triangular pieces of paper in advance. Ask the students to try to fold each figure in half, so that the figures overlap completely after being folded in half. After the operation, students found that some graphics can completely overlap, and some graphics can't completely overlap. Through hands-on operation, students can find and solve problems themselves, and effectively arouse their interest in learning. Second, cultivate a positive learning attitude. The so-called learning attitude refers to a relatively stable and selective reaction tendency of learners to learning and their learning situations, which is an internal state obtained in learning activities. It is an interrelated unity composed of cognitive factors, emotional factors and will factors. Students' attitude towards mathematics learning is closely related to their understanding, values and feelings about mathematics. Only when students realize the value of mathematics and constantly produce positive emotional experience in the learning process can they form a positive learning attitude and explore mathematics knowledge diligently, modestly and confidently. We can try it from the following aspects: 1. Set a clear goal. People often say that having a goal is like a 100-meter race, and having no goal is like walking on the beach. Why are some students not interested in learning? Feeling lack of motivation in learning? Always feel unhappy but can't find the reason? The first reason is that students have not found their own learning goals. Based on this, we should encourage students, help them set up correct learning goals, establish a positive learning attitude, and make them full of confidence in the future. 2. Create a relaxed, democratic and harmonious teaching atmosphere. Students are living people. They have independent thoughts and will, and it is difficult to forcibly control them. Students' emotions are directly related to the adjustment and control of classroom teaching rhythm. In a class, if the students are depressed, restless and frightened, the teacher can't achieve good results even if he dances and talks eloquently. On the contrary, a warm and cheerful classroom atmosphere will make students like math and fall in love with math classes. As long as students have positive feelings about mathematics learning, they can keep the motivation of mathematics learning and get results. Therefore, teachers must pay attention to students' emotions, adjust the teaching rhythm at any time and create a relaxed, democratic and harmonious classroom atmosphere. 3. Cultivating students' self-confidence "self-confidence" is an important part of good personality and psychological quality. The new curriculum concept emphasizes that everyone can learn mathematics well and get different development in mathematics. In other words, mathematics teaching should care about students' emotions and attitudes in learning activities, help students know themselves and establish self-confidence. Therefore, we should face all students in teaching, strengthen the cultivation of students' self-confidence, and make every student believe that he can learn mathematics well and succeed in learning. Third, establish a good relationship between teachers and students to improve students' interest in learning mathematics. Teacher-student relationship refers to the relationship between teachers and students in the process of education and teaching, including their status, role and attitude towards each other. It is the most basic and important relationship in the process of education and teaching. Teacher-student relationship is not only an important condition for imparting knowledge, but also an important part of interpersonal communication in students' early life. A positive teacher-student relationship can make students gain positive life experience and attitude, move towards his peer relationship, and form a positive relationship with society and others, thus affecting his life. Then, how should teachers establish a good teacher-student relationship with students? 1. Teachers should change their roles. Teachers should change from masters and manipulators of traditional education to guides, motivators, mentors and collaborators, and students should change from passive recipients to active participants and active practitioners. If students experience equality, democracy, respect, trust, friendliness, understanding, affection and friendship in the interaction with teachers, and are encouraged, encouraged, influenced, summoned and guided at the same time, they can form a positive attitude towards life and emotional experience, and can give full play to students' autonomy and creativity. Therefore, as a teacher, we must change our roles and promote the fundamental transformation from traditional education to quality education. 2. Respect and appreciate your students. Students need teachers' respect and appreciation. Protect students' self-esteem and enthusiasm for learning, capture every tiny "bright spot" in the process of students' growth, give encouragement, avoid judging students by subjective preferences, and learn to "squat down and look after children". Narrowing the distance between teachers and students can not only regulate students' cognitive behavior, but also produce positive emotional effects. 3. Pay attention to the growth of students with learning difficulties. Students with learning difficulties are like injured flowers and need extra support and care from teachers. If the teacher is cynical, discriminates or even gives up, it will only make the injured flowers wither and die prematurely. On the contrary, if teachers trust them and like them, they will feel their trust, love and respect, and their self-confidence, self-esteem and enthusiasm will arise spontaneously, and they will devote themselves to their studies. At the same time, teachers should also create conditions for them to express themselves, so that students with learning difficulties can form a virtuous circle in the process of "praise-hard work-success-self-confidence-persistent efforts-greater success" and constantly sprout enterprising psychology. Fourth, cultivate students' good behavior habits. Mr. Ye Shengtao, a famous educator, once said, "What is education? To put it simply: in a word, to cultivate good habits, good behavior habits are mainly developed in schools. " This sentence highlights the importance of habit cultivation. Habit affects the development of people's ability and character. As far as study habits are concerned, good study habits can improve students' interest in learning, promote students to overcome difficulties in learning and give full play to their initiative in learning. Good study habits will benefit students for life. Therefore, the curriculum standard lists cultivating students' good study habits such as active participation, overcoming difficulties, questioning and independent thinking as the specific goal of "emotion and attitude". The cultivation of students' good study habits is inseparable from the guidance and help of teachers. Teachers should play a leading role in teaching. For example, from the beginning of students' first math class, teachers should consciously ask "What else" in combination with the pictures in the textbook, so that students can observe clearly and carefully, and let them realize that these are good habits through praise. Another example is to design activities to help small animals check and correct wrong questions in the teaching of written calculation, so that students can deepen their understanding of the method of written calculation and realize that "calculation should be careful" For another example, let students seek solutions to problems and give them ample opportunities for communication. Let students express their own methods and evaluate their peers' methods, so as to encourage students to learn to question and learn to think, and then develop the habit of questioning and thinking independently. At the same time, we should also pay attention to cultivating students' habits of hands-on operation and cooperation and communication. Habits are gradually formed over time, which cannot be accomplished overnight, nor can they be completed by preaching alone, but can only be formed and cultivated in teaching. Therefore, teachers should update their educational concepts in time, speed up the pace of educational reform, choose teaching methods that can give full play to students' learning enthusiasm, organize students' learning activities, teach students correct learning methods and thinking methods, and cultivate students' good study habits. Over time, students not only learned knowledge, but also learned the methods of learning knowledge, and really became the masters of learning. Fifth, integrate mathematics classroom into life and understand the value of mathematics. Curriculum standards are about making students learn meaningful, valuable and life-oriented mathematics. I attach great importance to the application of mathematics in students' study and life in mathematics teaching, so that students are willing to know things around them from the perspective of mathematics and like to think and solve simple problems in real life with mathematical knowledge. For example, when teaching "Understanding RMB", I asked students to go shopping in the mall with RMB. When teaching "Year, Month and Day", I asked the students to make a beautiful calendar by themselves. To teach "knowing time", I ask students to write down their daily schedule and compare it with their peers to see who has a more reasonable schedule. 6? 7? 6? Make students fully feel the close relationship between mathematics and life, realize that learning mathematics is really useful, gradually form the ability and habit of observing things around them with mathematical eyes, gradually experience the success of mathematics learning, stimulate learning enthusiasm and correct learning attitude. To sum up, the cultivation of students' emotions, attitudes and values is a process of inspiration, infiltration and infection carried by the learning process of knowledge and skills. Students should feel, experience and comprehend by participating in mathematics learning activities. Only by looking at today's education from the perspective of students' future, guiding their own practice with people-oriented thinking, and attaching importance to and cultivating students' emotions, attitudes and values can teachers always stay ahead of the times. References: 1, Zhao Decheng, Curriculum Textbooks and Teaching Methods, No.9, 2003, Evaluation of Emotion, Attitude and Values in the Implementation of the New Curriculum, 2, Ye Yaocheng, Teachers' Reader of Mathematics Curriculum Standards, Huazhong Normal University Press, July 3, 2003, Liu Zhongzhi, Guide to the Implementation of Mathematics Teaching, Primary School Volume, Huazhong Normal University Press, 2003.