数学是学校课程中开设时间最长的一门学科,学生从启蒙要学到高中毕业。然而随着学习的深入和课程的加深,其科学性、严密性、抽象性越来越强,一部分学生学习数学的兴趣和热情就越来越低。于是,在一个班上学生的数学成绩就呈现了两极分化的状况。基于这种现象,我一直在探索解决的办法。经过几年的摸索、尝试,我终于从情感的角度入手,在解决中差学生的心理问题上收到了一定的效果。 Mathematics is the longest-established subject in school curricula, and students learn high school from Enlightenment. However, with the deepening of learning and the deepening of the curriculum, its science, rigor and abstractness are getting stronger and stronger. Some students are getting less and less interested in math. As a result, the math performance of students in a class presents a polarization situation. Based on this phenomenon, I have been exploring ways to solve. After several years of groping and trying, I finally started from the perspective of emotion and got some effect in solving the psychological problems of poor students.