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从素质教育的高度来重新认识“非智力因素”,进一步充分发挥数学教学的情感教育功能,已成为数学教学研究的“热门”话题之一。首先,现代心理学研究表明,学生的学习并不是一个“纯认识”的过程。正如人文心理学家罗杰斯所指出:学习本身就包括认识和情感两个方面。作为学生(学习
From the perspective of quality education to re-recognize “non-intellectual factors” and further give full play to the emotional education function of mathematics teaching has become one of the “hot” topics in mathematics teaching research. First, modern psychological research shows that student learning is not a “pure cognition” process. Just as the human psychologist Rogers pointed out: Learning itself includes both cognitive and emotional aspects. As a student (learning