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本文在指出情感教学能够提高数学课堂教学效果的基础上,给出了建立和谐师生关系、培养学生体验数学之美等实施数学情感教学的具体措施. 相似文献
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数学情感与数学学习存在密切的关系,数学情感对数学学习有着重要的影响.从爱数学、数学的价值、数学美、真心关怀学生四方面可以培养学生积极的数学情感. 相似文献
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丁瑞 《大连教育学院学报》2003,19(2):22-23
阐述了数学学科情感与培养学生社会责任心的关系。情感是数学学科的重要因素 ,同学情感与教师情感是培养学生社会责任心的基础 ,让学生体验成功 ,能够增强学生的社会责任心 相似文献
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如何培养学生积极的数学情感 总被引：2，自引：0，他引：2
数学情感与数学学习存在密切的关系，数学情感对数学学习有着重要的影响。从爱数学、数学的价值、数学美、真心关怀学生四方面可以培养学生积极的数学情感。 相似文献
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情感是人们时客观事物是否适合个人需要和社会需求而产生的态度体验.情感教育即情感领域的教育,它是教育者依据一定的教育教学要求,通过相应的教育教学活动,促使学生的情感领域发生积极的变化,产生新的情感,形成新的情感领域的过程.在数学教学中,为了达到教学目的,时而需要用情感目标作为达到认知目标的手段,时而把认知领域中的变化作为引起情感变化的手段.数学教师要充分调动情感因素,培养学生的积极情感,促进学生的数学学习情感健康、积极、主动的发展,并与认知过程保持和谐统一,提高数学学习的效率.本文从四个方面去阐述如何在数学情感教育中实现有效教学. 相似文献
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学科情感对于促进学生的学习积极性具有十分重要的意义,因此,在小学数学教学中就数学情感的培养进行了探讨. 相似文献
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孔丽丽 《中国科教创新导刊》2012,(26):142-142
数学课堂教学从本质上说是培养学生的逻辑思维能力,运算能力,分析问题的能力,空间想象能力以及解决问题的能力.而这些能力的培养必须建立在教师情感教育的基础上,以情感教育为依托.加强数学情感教学的方法主要有:挖掘数学内容中的情感因素;注重学生对于数学精神的理解;利用情感优化课堂教学方式;在课堂中加强师生情感互动. 相似文献
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在初中数学教学中,情感教育能够对学生的学习产生重要的影响,能够促进学生的全面发展,让学生得到真实的情感体验。教师要针对初中数学教学中的情感教育实施的策略展开研究。 相似文献
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解读数学教学中情感、态度 总被引：1，自引：0，他引：1
新的课程标准力图在课程目标、内容和实施建议等方面体现“知识与技能、过程与方法、情感与态度”三位一体的课程功能，从而促进学校重心的转移，本文就情感、态度这一维度进行解读，从而达到“三位一体”的教学效果。 相似文献
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针对“情感目标”在中学数学教学中设计难的问题展开了积极而相应的探讨,认为其原因有客观因素,如：政策导向、学科本身特点、学校追求的目标等;同时更有其主观因素,如：教师的备课笔记、教师对数学的教与学的掌握以及教师对生活的理解程度等。并给出了一些相应的提示与建议。 相似文献
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中学数学教育中情感目标的分类与实施 总被引：5，自引：1，他引：5
随着素质教育的不断深化，情感教育越发成为人们关注的焦点。中学数学情感目标可从多个角度进行分类：（1）从总体上可分为接受、反应、价值化、个性化4个层次；（2）从教学目标上可分为情感、个性情感和社会情感3个层次；（3）从学科内容上可分显性情感和隐性情感2类。在数学教学中实施情感目标应注意：形成积极的情感体验；维持稳定的情感表现；内化良好的情感品质；迁移端正的情感行为。 相似文献
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从教学的节奏、教师的情感、学习策略、学生参与程度等几个方面分析探讨了提高数学课堂教学效率的策略和途径 相似文献
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刘卓雄 《宁德师专学报(自然科学版)》2014,(1):14-19
针对学校数学教育的实际,通俗简明介绍了情绪、情绪智力和情商的概念及其有关理论,并对这些概念、理论在数学教育中应用的途径和方法进行初步探讨. 相似文献
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Jianzhong Xu 《The Journal of educational research》2018,111(1):1-11
The author examined 2 distinctive aspects of emotion regulation in mathematics homework, including emotion management and cognitive reappraisal. Participants were 1,799 high school students from 46 classes in China. Two multilevel models were run, 1 with emotion management and another with cognitive reappraisal as the dependent variable. Both emotion management and cognitive reappraisal were positively associated with 5 individual-level variables (monitoring motivation, managing time, learning-oriented reasons, self-concept, and teacher feedback) and 1 class-level variable (self-concept). In addition, at the individual level, emotion management was associated negatively with adult-oriented reasons but positively with arranging the environment and prior mathematics achievement. Meanwhile, cognitive reappraisal was positively associated with parent education at the class level. 相似文献
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Melissa Rodd 《Educational Studies in Mathematics》2006,63(2):227-234
The theoretical frameworks presented in this Special Issue are appraised with respect to how they might enhance teachers’ or researchers’ work with ‘special needs’ students learning mathematics. The notion of ‘special needs’ is used in a broad sense, encompassing specific Special Educational Needs as well as students with low attainment. The analysis indicates that the different frameworks offer some distinctive methods for research or ideas for interventions, either individually or within multi-lens approaches. It also points to other perspectives, not represented here, that could be relevant for a growing understanding of issues of affect in mathematics education. 相似文献
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George H. Hyram 《Journal of Experimental Education》2013,81(2):125-132
A three week experiment was conducted comparing the academic achievement of pupils in five classrooms (N = 108) taught in small cooperative groups against that of pupils from five classes (N = 109) taught in the traditional whole-class approach. Special achievement tests were prepared for each grade level, two through six. These tests were constructed with items requiring responses at low and high levels of cognitive functioning. Pupils in grades two, four, and six from small-group classrooms excelled on high level items as predicted. Pupils in the fifth grade produced superior answers on questions requiring original contributions. Achievement scores of both groups did not differ on items measuring low level cognitive functioning. 相似文献
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Enrollment in online remedial mathematics courses has increased in popularity in institutions of higher learning; however, students unskilled in self-regulated learning (SRL) find online remedial mathematics courses particularly challenging. We investigated the role of SRL, specifically motivation, emotion, and learning strategies, in students’ learning experiences in a remedial online mathematics course. With an online survey of 229 college students, we found that student motivation explained a small portion of variance in achievement; whereas student motivation and emotion explained a significant portion of variance in satisfaction. In addition, significant differences in motivation and emotion were found in passing and nonpassing students; however, learning strategies did not influence student achievement and satisfaction. Implications for teaching and learning in self-paced online remedial mathematics courses are discussed. 相似文献