人文心理学家罗杰斯指出:学习本身包括认识和情感两个方面。这就要求我们在传授知识、培养学生的某种能力时,应注意使学生的知、情、意、行各方面都能得到发展。因而,情感教育应该成为转化数学后进生的一个重要组成部分。事实上,只要在数学教学中注意发现和挖掘后进生的思维情感,使教学过程顺应他们情感发展规律,便能取得良好的教学效果。而增设情感、促进课堂识记的方法又是多种多样的。 According to Rogers, a humanistic psychologist, learning itself includes both cognition and emotion. This requires that when we impart knowledge and cultivate a certain ability of students, we should pay attention to letting students develop in all aspects of their knowledge, affection, meaning and conduct. Therefore, emotional education should become an important part of post-transformation math. In fact, as long as the attention in mathematics teaching to discover and tap post-graduate thinking emotions, so that the teaching process to adapt to their emotional development, we can achieve good teaching results. However, there are a great variety of ways to create emotions and promote classroom knowledge.