数学情感传递培养小学生的“乐学”精神  

Mathematical Emotion Transmission and Cultivation of Primary School Students’“Happy Learning”Spirit

作　　者：张文霞[1] 金宇婷 ZHANG Wen-xia;JIN Yu-ting(College of Educational Science,Jilin Normal University,Siping,Jilin 136000;College of Phychology,North-east Normal University,Changchun,Jilin 130024)

机构地区：[1]吉林师范大学教育科学学院,吉林四平136000 [2]东北师范大学心理学院,吉林长春130024

出　　处：《湖南第一师范学院学报》2020年第5期26-29,共4页Journal of Hunan First Normal University

基　　金：吉林省基础教育教学研究一般课题“转化小学数学‘学困生’的有效途径研究”(JLSJY2017G009)。

摘　　要：数学情感分为数学道德感、数学美感、数学实践感、数学创造感和数学理智感五类。正确发挥这五类数学情感,让小学生在数学的知识海洋中自由地翱翔,需要融合小学生对学科的情感,教师的“引导”情感,学科本身具有的情感色彩,通过“爱”的引导、“情感魅力”的吸引和“课堂激情”的点燃等途径进行情感传递,结合五类数学情感,培养小学生的“乐学”精神。Mathematical emotion can be divided into five categories:mathematical moral sense,mathematical aesthetic feeling,mathematical practice sense,mathematical creation sense and mathematical sense of reason.In order to give full play to these five kinds of mathematical emotions,it is necessary to integrate the students’emotion for the subject,the teacher’s emotion of guidance,and the emotional factor of the discipline itself.Through the guidance of“love”,the attraction of“emotional charm”and the lighting of“classroom passion”,the emotion transmission can be carried out by combining the five kinds of mathematical emotions to cultivate the students’spirit of“happy learning”.

关 键 词：数学情感 小学生 乐学精神 

分 类 号：G622.4[文化科学—教育学]