1、目錄中文摘要1Abstract20引言301選題緣由302研究問題的確定及研究思路403研究的意義51文獻綜述611數(shù)學情感表現(xiàn)的已有研究612數(shù)學情感性別差異的已有研究71_3數(shù)學情感與認知相關性的已有研究714數(shù)學學習性別差異的已有研究815文獻綜述的總結(jié)102數(shù)學情感內(nèi)涵的研究1221情感的概念1222情感的維度143問卷調(diào)查研究方法設計2131問卷調(diào)查法2132優(yōu)勢與不足234高中生數(shù)學情感的總體狀況2441數(shù)學情感的總體表現(xiàn)2

2、442不同成績組別的數(shù)學情感差異2843數(shù)學情感各個維度與成績的相關性3144總結(jié)395高中生數(shù)學情感的性別差異性4l51數(shù)學情感性別差異的總體表現(xiàn)4152不同成績組別數(shù)學情感的性別差異4553數(shù)學情感各個維度與成績相關性的性別差異4954總結(jié)596討論與反思6161討侖6162反思62參考文獻65附錄69致謝71揚州大學學位論文原創(chuàng)性聲明和版權使用授權書722一揚州人學碩十學位論文AbstractThegenderdifference

3、inMathematicslearningisobjectiveexistence，hasbeenhitbyawideattentioninthefieldofeducationⅥmatfeaturesdohighschoolboysandgirlshaveinmathematicslearningemotion，genderdifference，thecorrelationofmathematicslearningemotionand

4、mathematicsscoresTheresearchofthesequestionsisconductivetoguidemathematicsteachingThisarticlebeginswiththeactualsituationofhighschoolstudentmathematicslearningdesearchintotheindexofhighschoolstudentmathematicslearningemo

5、tionbymeansofliteratureanalysisThemathematicslearningemotionisdividedintosixfirstclassindexesandthesecondindexofseventeenOnthisbasis，theauthordesignedthequestionnaireforhighschoolstudentmathematicslearningemotionThedatao

6、fthequestionnairesurveyisanalysisedbyeducationstatisticssoftwareAccordingtoliteraturelearningandquestionnairesurvey，thisarticledrawsthefollowingresearch1Theconnotationofhi曲schoolstudentmathematicslearningemotionBymeansof

7、literatureanalysisandcombiningwiththemathematicslearningemotioncharacteristicsofthehighschoolstudents，considerthemathematicallearningemotionasthespecificandcontrollablepsychologicalexperienceandfeel，notdirectlyinvolvedin

8、thecognitiveprocessbutaninevitableeffectonthecognitiveprocessrestrictedThemathematicallearningemotionisdividedintointerest，fulfillment，selfconfidence，selfcontrol，boredomandanxiety，andseventeencorrespondingsecondclassinde

9、xes2TheOverallSituationofhighschoolstudentmathematicslearningemotionThisarticleusesquestionnaireinvestigationmethod，madecomprehensiveanalysiscombinedwiththesch001mathematicsgradesTheresultsshowthatthemathematics1earninge

10、motionindexesofhi曲schoolstudenisinthemediumlevelingeneralHighschoolstudentdoesn’tdislikemathematics，butdohaswidespreadmathematicsanxietyThereexistsgreatdifferenceofmathematicslearningemotionbetweenthemathematicsgradesgro

11、ups，thebettertheirgrades，thestrongertheanxietyThereissignificantcorrelationbetweenthestudents‘mathematicsachievementandmathematicslearningemotionindexes，amongwhichboredomhasanegativecorrelationwithmathematicsachievement3

12、ThegenderdifferencesofhighschoolstudentmathematicslearningemotionHighschoolboysandgirlsexistssignificantgenderdifferencesinmathematicslearningemotion，speciallyinboredomandanxiety，theboyshavestrongerboredom，whilethegirl’S

13、anxietyisstrongerThegenderdifferencesbetweentherelevanceofmathematicslearningemotionandmathematicsscorearemainlyembodiedinthefulfillmentandanxietyKeywords：highschoolboysandgirls，mathematicslearningemotion，index，thegender