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良好情感的养成,既是数学课堂教学的重要目标,又是这一目标赖以实现的手段,由于情感教育具有非理性、非逻辑的特点,其教育方式也是没有模式化的,应以渗透为主。所以,根据教育现状和面临的问题,结合数学教学的本身需要,我觉得对于农村留守学生情感教育应从以下几个方面来渗透:1.通过数学教师自身渗透情感教育作为一名数学老师,自己对数学的情感会潜移默化的影响到学生对数学的情感。教师应热爱自己的学
The development of good emotion is not only the important goal of mathematics classroom teaching, but also the means by which this goal is realized. Because of the irrational and non-logical characteristics of emotional education, the education mode of emotion education is not modeled. the Lord. So, according to the present situation of education and the problems we face, combined with the needs of mathematics teaching itself, I think the affective education for left-behind students in rural areas should be infiltrated from the following aspects: 1. Through mathematics teachers’ infiltration of emotional education as a math teacher, Mathematical emotions will subtly affect the students’ feelings towards mathematics. Teachers should love their own learning