本文的研究从班级心理环境入手，研究初三学生班级心理环境的感受和数学焦虑与数学成绩之间的关系，并研究数学焦虑在其中的中介作用。针对研究问题，对哈尔滨市某所中学44名初三年级学生进行了数学焦虑和班级心理环境感受的问卷调查，通过对调查所得数据和数学学业成绩的回归分析，构建了数学焦虑参与的中介模型，得到了如下结论：（1）班级心理环境与数学成绩呈显著正相关，与数学焦虑呈显著负相关；（2）数学焦虑对数学成绩起显著的负面影响；（3）数学焦虑在班级心理环境与数学成绩之间起部分中介作用，数学焦虑在其中的中介效应占班级心理环境和数学成绩之间总效应的31.321%。基于上述结论，本文从师生关系与秩序纪律、竞争与合作、学习负担三方面对调节班级心理环境，从而缓解学生数学焦虑提高数学成绩给出建议。

Starting from the class psychological environment, the author studies the relationship between the feelings of the class psychological environment, math anxiety and math scores of the third grade students, and studies the intermediary role of math anxiety in it. In view of the research problem, the author surveyed 44 junior high school students of a class in one middle school in Harbin about math anxiety and their feelings about the class psychological environment. Through the regression analysis of the survey data and math scores, the mediation effect model of math anxiety participation was constructed, and the following conclusions were got:(1) Class psychological environment has a significant positive correlation with math scores, and a significant negative correlation with math anxiety. (2) Math anxiety has a significant negative impact on math scores. (3) Math anxiety played a partial mediating role in class psychological environment and math scores, and the mediating effect of math anxiety accounts for 31.321% of the total effect between class psychological environment and math scores. Based on the above conclusions, this paper gives suggestions on how to adjust the class psychological environment from the aspects of teacher-student relationship, order and discipline, competition and cooperation, and learning burden, to relieve students' math anxiety and improve their math scores.