206 fifth-graders are selected as subjects, with natural experiment, to investigate the effects of primary mathematics classroom knowledge difficulty on academic emotions. The results indicate the followings. First, the knowledge difficulty has a signif⁃icant impact on students’ math classroom academic emotions, such as, excitement, anxiety, tension and shame. With knowledge difficulty increasing, the students become more excited, while less anxious, tense and shame. Secondly in different knowledge diffi⁃culty class, the medium-academic-achievement students’ academic emotions has the most obvious and wide change. Thirdly in dif⁃ferent knowledge difficulty class, the high-academic-achievement students have significant difference on joy and relief;the medium-academic-achievement students have significant difference on joy, excitement, confusion, anxiety, nervous and boredom;the low-academic-achievement students have significant difference on shame.%选取206名五年级学生为对象，采用自然实验法，探讨知识难度对小学生数学课堂学业情绪的影响。结果表明：（1）课堂知识难度对学生的兴奋、焦虑、紧张、羞愧等学业情绪存在显著影响，随着知识难度的升高，学生的兴奋随之升高，而焦虑、紧张、羞愧随之降低；（2）在不同知识难度课堂上，中成就组学生的学业情绪变化最为明显和广泛；（3）不同知识难度课堂上，高成就组学生的喜欢和轻松等情绪存在显著差异；中成就组学生的高兴、兴奋、困惑、焦虑、生气、紧张、无聊等情绪存在显著差异；低成就组学生的羞愧等情绪存在显著差异。
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