The application of psychological principles of emotional teaching in mathematics teaching should be based on students' physiological, psychological and cognitive characteristics, follow the general law of excellent emotional development, proceed from the characteristics of mathematics, make good use of the unique functions of emotion, make students seek fun and interest in learning, stimulate students to actively participate in teaching activities, and arouse the thinking resonance between teachers and students. Its teaching effect can get twice the result with half the effort.
(A) move with emotion, understand with reason, move with emotion, and cultivate students' interest and initiative in learning.
Education is a very emotional job, and teachers' rich feelings are the great power and source to do a good job in education. On weekdays, the teacher's own emotional state often resonates with students and exerts a subtle influence. As a math teacher, we should first be loyal to the education of the Party, love students and math, treat math teaching with a high sense of responsibility, obligation, mission and pride, and teach every lesson and chapter well with enthusiasm and emotion. Because emotional classroom teaching can stimulate students' emotional experience, make the corresponding psychological atmosphere appear in the classroom and form a harmonious teaching environment, thus stimulating students' thirst for knowledge and making them better feel and understand the contents of textbooks. We often see that an excellent and prestigious math teacher's ideological quality, teaching image, teaching methods and teaching design content often leave a very deep trace on his students, which can not only cultivate students' excellent ideological style and moral quality, but also promote the improvement of their academic performance. This "genetic factor" of words and deeds will be continued and rewarded in his students. Therefore, as a math teacher, we should pay great attention to the self-cultivation of ideological quality and set a good example for students. Secondly, a math teacher should have a strong will and optimistic personality, which the existing knowledge can't satisfy. They should strive to improve their own quality, read a wide range of books and expand their knowledge. In any case, you can give full play to your talents and confidently respond to all kinds of questions raised by students. Be kind to others and be kind to others in teaching. Only when students are infected by the teacher's kind and serious attitude can they receive education wholeheartedly.
(B) the use of emotional infection and transfer function to cultivate students' interest in learning mathematics.
The so-called emotional infection function means that one's own emotions have the effect of influencing others' emotions, and the emotional transfer function means that one's emotions towards other objects will affect the emotions of other objects related to oneself. Simply put, when a student has feelings for a teacher, he will have a good impression on the friends he has made and the things he often uses, not to mention the subjects taught by the teacher. First of all, teachers are required to have one of the most important and important qualities: "Love children deeply." The most fundamental way to carry out emotional education in the teaching process is for teachers to touch and cultivate feelings with love and sincerity. "Emotion is often more touching than reason." Teachers should be good at conveying deep feelings to every student. We should establish a democratic and harmonious relationship between teachers and students. Psychological investigation shows that positive teacher-student relationship promotes the development of education and teaching activities. Students need to satisfy their desire to communicate, communicate and explore in their studies. Teachers should respect students' dominant position in teaching and actively provide opportunities for students to communicate, communicate and explore. For example, in mathematics teaching, students can be given more hands-on opportunities to actively find and solve problems in practice. In the discussion and debate, let the students argue, fully express their opinions, and urge them to enlighten their thinking, develop their thinking, be emotional, understand and carry on in mutual communication. Teachers should try not to criticize, scold or be impatient with students, and give more enthusiastic encouragement and guidance. In this way, students will "learn from others and believe in their way" and love learning more. Secondly, in the classroom, teachers should have extensive knowledge, use concise, humorous, emotional and vivid language in the classroom, ignite the sparks of students' interest, mobilize students' enthusiasm for learning, and make students feel that the teaching content is lively and interesting. Teachers should be clear-minded, easy to understand, convenient for students to learn and remember, and targeted. Teaching language should be full of guidance and expectation for students. For example, "You can solve this problem in several ways", "Who can think of a better way" and "Would you please try?" It is often used to guide and motivate students to think positively and give positive comments in time.
(C) the use of emotional dynamic function to cultivate students' interest in learning mathematics
First of all, moral education should be infiltrated. There are many contents in junior high school mathematics textbooks that reflect the achievements of modernization, and teachers can also stimulate students' patriotic enthusiasm from time to time in teaching. In addition, Pythagorean Theorem and Zhao Zhouqiao can stimulate students' national pride. For example, the stories of mathematicians such as Zu Chongzhi and Hua can arouse students' admiration for scientists, thus creating an internal drive. Famous mathematicians introduced how to improve students' patriotic enthusiasm, stimulate students' sense of responsibility, improve national self-esteem and self-confidence and strive for the socialist modernization of the motherland through the education of mathematical history. Through dialectical materialism education, students' minds and horizons are greatly broadened, making them feel that learning mathematics is endless. They can not only learn knowledge, but also learn the truth of being a man and peek into the mysteries of the world and even the universe.
(D) Use the emotion regulation function to cultivate students' interest in learning mathematics.
Appropriate emotions have a positive organizational effect on people's cognitive process, while inappropriate emotions will have a negative disintegration effect. The "appropriate" and "inappropriate" mentioned here are first reflected in the polarity of emotions. Generally speaking, positive emotions such as happiness, interest and joy are helpful to promote the cognitive process, while negative emotions such as fear, anger and boredom will inhibit or interfere with the cognitive process. According to this law, in mathematics teaching, teachers should first be good at educating students with knowledge, improving students' cognitive level, correcting and strengthening students' emotional tendency, profundity and stability, and letting reason dominate emotions. Secondly, teachers should be good at promoting knowledge with emotion. In view of students' weariness of learning, we should play the role of emotional adjustment, enhance the interest of educational content and methods, improve teaching art, trigger students' positive emotional experience, and turn weariness of learning into "being happy to learn" and "being eager to learn". In teaching, teachers must divide many knowledge difficulties with appropriate methods to make them easy to learn and remember. In the process of cognition, students can not only feel difficulties and hardships, but also enjoy the joy of successful learning. Cultivating students' autonomous learning ability in teaching is very important for improving students' interest in learning, which requires teachers to be good at exploring and actively improving teaching methods, so as to cultivate learning methods in teaching. Today, with the rapid development of science and technology and the surge of knowledge, the classroom teaching of "one piece of chalk, one mouth" can no longer meet the requirements of modern students for a large amount of information and a wide range of contacts. Teachers must adopt new teaching methods and use advanced teaching methods to adapt to them. Multimedia is a modern equipment that integrates computer technology, network technology, video recording and physical projection, and provides various information such as words, sounds, graphics and animations. Multimedia classroom teaching can fully mobilize various human organs, expand information reception, create a good learning situation, increase teaching capacity, enhance students' freshness, visualize and concretize abstract and boring teaching, mobilize students' learning enthusiasm and inspire their thinking. Cultivate interest, cultivate students' thinking ability, aesthetic ability, ability to analyze and solve problems and interdisciplinary comprehensive ability, and create a new situation in classroom teaching.
(5) Cultivate students' interest in learning mathematics by using the emotional strengthening function.
The so-called reinforcement generally refers to the power that affects the possibility of a certain reaction in the process of activity. Reinforcement can be divided into positive reinforcement and negative reinforcement: the former increases the possibility of repeated reaction through its presentation, and its reinforcement is often associated with reward and praise; The latter increases the possibility of repeated reaction because of its exclusion, and its reinforcement is often associated with punishment and criticism. Geiger and Bernard pointed out in Teaching Psychology: "For teachers, praise is the easiest, most natural and most effective way to form motivation. Most importantly, praise increases with the frequency of certain behaviors." Too much criticism will make students feel tired of learning and dampen their self-confidence in learning. Students' grades are still not good after their efforts. At this time, we must get the teacher's understanding, not to blame, but to encourage, care and help. This is an emotional need when people are frustrated. Through individual heart-to-heart, home visits, seize the opportunity to help them find the reasons for setbacks, and give timely individual counseling, starting from the positive aspects of things, so that students make little progress, especially those students who are considered poor by most classmates and teachers, get timely enthusiastic encouragement and praise, in exchange for their psychological closeness and emotional harmony. They regard their teachers as confidants, are willing to speak freely, improve their learning motivation, and finally get qualified and good grades. Any satire, sarcasm, discrimination and neglect of students will dampen students' self-esteem and stifle the newly ignited fire of knowledge until they have a rebellious attitude towards teachers, so I have always insisted on this in teaching and started with the positive aspects of things. Design a teaching plan according to students' psychological characteristics, so that students can enjoy the joy of success and stabilize their own needs. Students' abstract thinking is limited. If it is exceeded, it will make students doubt their previous efforts and reduce their interest. On the contrary, the knowledge points that are not thoughtful, difficult to understand or need to be analyzed are not high, and there is a lack of intuitive experiments, which makes students feel boring. Therefore, preparing lessons cannot be divorced from the students' reality. We should use typical examples and guiding thinking methods to cultivate students' ability to analyze and solve problems and promote students' gradual learning.
(6) Pay attention to the emotional rendering of the classroom environment and stimulate students' initiative and self-motivation.
We know that the overall function of the teaching process determines that classroom activities are bilateral activities. In mathematics teaching, we should attach importance to students' psychological characteristics, create situations and try our best to arouse students' enthusiasm. Teachers should create conditions with great enthusiasm, encourage students to answer questions, affirm correct answers in time, stimulate students' self-motivation, correct mistakes patiently and peacefully, let students understand their own views and speak freely, so that everyone can analyze from different angles, fully reason, learn from each other's strengths and be impressed. At the same time, we should pay attention to the skills of asking questions in class, so that those students who are not good at learning can enjoy the fun of "picking peaches in one jump", let them feel emotionally that the teacher has not discriminated against them, and let them chew the hard bone of mathematics as long as they work hard, thus stimulating their interest in learning mathematics. Some people say that "interest is the best teacher". Indeed, this sentence is true. Having hobbies, in turn, can stimulate their self-confidence and self-esteem.
(7) Show the beauty of mathematics and cultivate students' sentiment.
Mathematics has a strong aesthetic feeling, including the inherent beauty of mathematical knowledge structure itself, the apparent beauty of mathematical features, the unique beauty of mathematical thinking methods, the beauty of mathematical language symbols, the beauty of concise images and information in teaching, the beauty of exploring ideas and solving problems in classroom teaching, and the beauty of art and function that inspires thinking. All this gives students a sense of beauty. Therefore, teachers should carefully refine the beauty of mathematics according to students' psychological characteristics and follow the teaching rules, so that students can fully feel that mathematics is also a colorful and beautiful world, thus generating strong interest in mathematics learning and stimulating learning interest.
For example, in the golden section teaching process, by revealing to students the best position for announcers to stand on the stage; The ideal position for young women to wear belts; The golden section is used in optimization methods, architecture, painting, stage art design and other practical applications. To make students feel the beauty of the golden section and its application value, and students show positive learning motivation when they are interested.
(8) Create problem scenarios to stimulate learning enthusiasm.
The cultivation of students' interest in learning depends on teachers' design of teaching system, teachers' knowledge level and oral expression ability, and whether they have carried out targeted ideological education for students. Therefore, in classroom teaching, teachers should seize every opportunity to cultivate students' interest in learning, which not only has a great impact on learning the current curriculum, but also has a great impact on students' lives.
For example, when I introduced the chapter "Solving Right Triangle" in plane geometry, I didn't explain it according to the example cited in the textbook ("Laying water pipes"), but changed it into a practical design problem (finding the vertical height of water pipes), which is also open to some extent. This aroused students' interest, and students began to discuss and make plans, some of them were congruent triangles and some were similar triangles. I fully believe that these solutions are good, but some of them are not feasible in practice. So is there a simple and easy way? At this time, the students were silent. At this time, the teacher nudged it again, and the students seemed to have a feeling of being suddenly enlightened and had a strong thirst for knowledge. Therefore, the students are very interested in this class, which also lays a good foundation for the subsequent study of the application of right triangle.
Therefore, only when students have a strong interest in learning mathematics can they change from "asking me to learn" to "I want to learn" and really improve the efficiency of classroom teaching.
(9) Praise evaluation to enhance learning confidence.
In classroom teaching, teachers should praise students in time after answering questions, which will arouse the enthusiasm of students to speak, make the discussion more intense and keep the classroom in high spirits.
For example, a classmate with poor foundation answered the above question first. Hearing this answer, the students all laughed. At this time, as a teacher, if you criticize or deny it, it will give this student, especially the students with poor foundation, a great blow, and it will also cause psychological pressure to the students who speak later. So I didn't directly deny his answer, just nudged him from the side with humorous language. At this time, he also noticed the mistake in the answer, and then I praised him for speaking positively and bravely. After that, the students' discussion became more intense, and more and more solutions were given, and the introduction of new lessons was also smooth. Later, the student's speech in class was still very active, and his academic performance was gradually improving.
It can be seen that the praise evaluation will make students feel close to the teacher, teachers and students feel harmonious, the classroom atmosphere will be very pleasant and relaxed, students will have a strong interest in learning and the teaching effect will be good.