The change of teachers' mood has obvious influence on students' learning mood. Teachers' positive emotions are closely related to promoting students' happy emotions, coordinating the relationship between teachers and students and forming a good classroom atmosphere. Experiments show that teachers' emotions directly affect students' learning effect.

In today's new curriculum reform, in order to make students develop emotionally healthily, teachers should first strengthen their own emotional cultivation, pay attention to learning the new curriculum theory, study pedagogy and psychology, strengthen their artistic and literary cultivation and enrich their emotions. Secondly, teachers should integrate their true feelings into education and teaching, naturally infect students and let students be inspired invisibly.

Second, give play to the independent function of emotional education.

Students are naturally active. Our teaching should take the psychological characteristics of students as the starting point. In teaching, we should pay attention to the use of students' multiple organs, provide enough materials, time and space for their hands, mouths and brains, provide them with various opportunities for self-expression and mutual communication, and strive to create learning.

In order to give full play to the autonomous function of emotional education, students' classroom atmosphere is "love to hear".

Third, establish a good teacher-student relationship and promote students' positive emotions.

Attention should be paid to positive and equal emotional communication between teachers and students in teaching, so as to create a good learning environment for students. "Being a teacher and believing in the truth", when students have positive feelings for teachers, they will easily transfer this emotion to what teachers teach, which is the transfer function of emotional education.

The establishment of harmonious teacher-student relationship is the premise of emotional education, and the role of emotional education is multifaceted. First, it is easy. Teachers and students have a sense of relaxation and security. They can live and study freely and happily, and stimulate students' intelligence and creativity to the maximum extent. The second is trust, which refers to the willingness of interpersonal communication. I like tendentiousness, which means who I like to listen to and who I don't like to listen to. If the relationship between teachers and students is good, the information output by teachers will have an "acceptable" psychological advantage in students' minds, thus achieving the best teaching effect; Third, expectation, the teacher's full trust and expectation for each student will give students a potential encouragement and strength; The fourth is infection and good teacher-student relationship. Teachers' exemplary words and deeds and academic attitude will infect students well.

Fourth, grasp the emotional factors contained in the teaching materials.

Mathematics is regarded as an abstract subject, which easily makes students "tired of learning". But as the Standard points out, mathematics comes from practice and reacts to it. As long as we pay attention to creating suitable situations in the teaching process, visualize and concretize abstract problems and help students to have interest, students will like mathematics.

First of all, use the charm of mathematics itself to attract students and infect them. Secondly, we can start with the extensive application of mathematics, and connect boring numbers, symbols, formulas, rules and figures with real life, so that students can realize that mathematics knowledge is around us, thus making students feel cordial, generating interest in mathematics learning and stimulating their mood of seeking knowledge. Thirdly, grasp the abstract beauty and logical beauty of mathematical knowledge itself, induce students' association, improve the motivation of pursuing true knowledge in aesthetic feeling and promote pleasant psychological experience. Fourth, use interesting questions, little knowledge of mathematics and anecdotes of mathematicians in teaching materials to stimulate students' interest and pride.

It is a main purpose of the new curriculum reform to integrate emotional education into the classroom and let students feel the beauty and practicality of mathematics in the classroom. Its realization needs the continuous exploration, practice and efforts of every math teacher!

Fifth, the creation of situational teaching is helpful to the development of students' emotions.

Stimulating learning emotion is an important aspect to promote students' active, positive and effective learning. As zankov said: "Once the teaching method touches the students' emotional and will fields and their psychological needs, it will become efficient. "Emotions are always accompanied by situations. Creating problem situations means that teachers create a learning environment according to the content of teaching materials and induce students' emotions in the learning environment.

Creating situations is a teaching activity that makes full use of image stories, games and questions, creates typical situations, stimulates students' learning emotions, and combines cognitive activities with emotional activities. At present, the teaching of mathematics in primary schools still pays attention to cognitive teaching such as imparting knowledge and developing intelligence. Teachers often pay attention to how to improve the understandability of textbooks and make students "learn" and "learn", but most teachers ignore the emotional factors that accompany the cognitive development process and rarely mention them consciously.

Improve the acceptability of teaching materials and write articles that are "happy to learn" and "willing to learn". It is precisely because teachers ignore the guiding, organizing, coordinating and stimulating effects of emotions on students' cognitive processing that students' positive emotions cannot be satisfied, protected and cultivated, and negative emotions cannot be effectively controlled. As a result, some students hate mathematics, some rely on teachers to learn mathematics, and lack initiative. Some students are afraid of hardships and difficulties, and they will get twice the result with half the effort when they see problems.

Sixth, create an atmosphere of inquiry and stimulate learning emotions.

Students became interested in the teaching situation, which stimulated their curiosity. Inquiry activity is a practical activity under the students' strong desire for knowledge and clear learning objectives. Whether the inquiry activity can make students get a successful experience depends on whether the inquiry atmosphere with students as the main body is created during the activity and whether the development of students is the main body during the activity. Friedenthal said: "The only correct way to learn mathematics is to re-create, that is, students discover or create what they want to learn. The task of teachers is to guide and help students to do re-creation work, rather than instilling ready-made knowledge into students. " Therefore, in teaching, teachers should provide students with opportunities for independent exploration. For example, when teaching the area derivative formula of parallelogram, I guide students to operate and try to find the area by cutting and translating strategies. Through discussion, students get the algorithm by themselves, which is obtained through hands-on, thinking and communication, and is suitable for their own use; More importantly, students can gain a successful experience in the process of exploration.

Seven, cooperate with the teacher's "guidance" to maintain students' learning emotions.

Classroom teaching is a bilateral activity between teachers and students. Teachers are the dominant and students are the main body. Teachers' teaching is reflected by students' learning, and teachers' leading role should be reflected in organizing students to participate in learning activities to the maximum extent. Therefore, in mathematics, teachers should pay attention to pushing students to the position of masters, giving students opportunities to think, ask questions, answer questions and operate, and changing the passive situation in which teachers ask students to listen, teachers ask students to answer and teachers ask students to practice. In the process of students' cognition, we should try our best to let students explore knowledge, discover laws, draw conclusions, evaluate effects and sum up problems. Only by meeting the needs of students to explore and create in the spiritual world can we maintain a healthy learning mood.

Teaching is an art, and teachers are both directors and actors. Teachers should reasonably organize the teaching contents, carefully design the teaching process, skillfully choose the teaching methods, reasonably arrange the teaching time, and tactfully handle the teaching contradictions according to the teaching objectives and requirements. Let students fully experience the mystery and novelty of exploring knowledge, the pain and maturity when they fail, and the joy and confidence when they succeed in the group learning environment. Teachers play a leading role in mathematics correctly, which is helpful for students to maintain a healthy learning mood.

Emotional cultivation in mathematics classroom is not only a reflection of life needs, but also a reflection of people's cognitive process. What needs to be cultivated is not only the emotion between people, but also the development of students' cognitive potential and emotional education. A lot of problems in life must be solved by giving full play to students' greatest potential. In order to better cultivate students' ability to live successfully in society and cultivate students' emotions more effectively, let's pay more attention to students' emotional education in mathematics teaching!

Only by standing on the height of quality education, fully understanding the important significance of emotional education in subject teaching, and paying attention to using and exerting the functions of emotional education, such as mobility, infectivity, situational, autonomy and guidance, can we truly teach and educate people in mathematics teaching.