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1.诊断学生的数学情感。一方面,教师可以运用理论来诊断学生数学学习情感,揭示学习困难产生的情感原因,协调学科认知与学科情感发展的不一致,以此来帮助学生养成积极的数学价值观;另一方面,由于幸福感发展的情境性,教师也可以运用分类来评价和改进特定情境中的教学活动,如教师不仅要关注学习者在小组合作中的表现,还要观察学习者是否有合作的意愿,以及合作过程中的情绪反应
1. Diagnose a student’s math emotion. On the one hand, teachers can use theories to diagnose the emotion of math learning, reveal the emotional causes of learning difficulties, coordinate the disagreement between disciplinary cognition and sentiment development in order to help students develop positive mathematical values; on the other hand, The development of happiness, the teacher can also use the classification to evaluate and improve teaching activities in a particular context, such as teachers not only concerned about the performance of learners in the group cooperation, but also to observe whether the learners have the intention of cooperation, as well as cooperation Emotional reaction in the process