Analysis And Countermeasures About Losing Point On Chemistry Homework Considering Non-intelligence Factors

With the arrival of the rapid development of science and technology and information society, economic globalization, The future society put forward higher requirements on quality of talent. In the new century, consensus of the world for the quality of talent required, as the development trend of international education reform is to focus on the culture of non-intelligence factors and creat innovative integrated talent, "Ordinary high school chemistry curriculum standard (experiment)" clearly points out that the high school chemistry course should be based on the basis of the nine-year compulsory education, to further enhance students’ scientific literacy as its purpose, stimulate students’ interest in learning, improve students’ scientific inquiry ability, enhance students’ sense of social responsibility in practice, form a scientific view of nature and realistic scientific attitude, develop students the spirit of cooperation, stimulate students’ creative potential, improve students’ practical abilities. This indicates that cultivate an interest, motivation, attitude and other non-intellectual factors become an important task of the new curriculum. In recent years, research on non-intelligence factors training become more and more widely and deeper. However, in actual teaching, losing point on chemistry homework、 chemistry exam considering non-intelligence factors is quite serious. Based on this, We present this research, expected to improve students’ academic performance and help teachers teaching.Based on the review and analysis of the relevant non-intelligence factors at domestic and foreign, IN combined theory, David · Maili Lan’s "theory of achievement motivation" and attribution theory as the main theoretical pillars, a preliminary research ideas form. Combination of literature and the result of open investigation, we compiled a formal questionnaire, implemented a questionnaire survey among 350 students of senior grade one、grade two form Middle School of Yulin, Hengxian Middle School of Nanning, No.1 Middle School of Guilin, collected and analyzed the data, it is concluded that the student’s degree of recognition on eight kinds of losing point on chemistry homework considering non-intelligence factors. For five types of higher identity value, we combine theoretical basis to propose three-step improvement strategies aimed at avoiding losing point on chemistry homework considering non-intelligence factors happens:(A) Correct students’ attitudes to enable students to seriously answer. (B) Professor problem-solving skills to help students learn the answer. (C) Implement classroom strategies to help students perfect answer.Based on the above theoretical conception, we made empirical research on improved teaching strategies in order to avoid losing point on chemistry homework considering non-intelligence factors happens thereby improving academic performance at Class (2) of Senior One in No.l Middle School of Guilin. It took the learning contents in 2004 compulsory high school chemistry textbook (PEP edition) as carrier, brought the three-step improvement strategies aimed at losing point on chemistry homework considering non-intelligence factors happens mentioned in this paper into force, and combined the class memoir and cases to elaborate the specific operational approach. After research, we collected factual evidence from the situation of losing point on chemistry homework considering non-intelligence factors, performance of final term exam, the attitude of students about chemistry homework and confidence in learning chemistry, problem-solving ability of students. Made objective evaluation on the three-step improvement strategies mentioned in this paper. The results show that the three-step improvement strategies we suggested conducive to reduce the probability of losing point on chemistry homework considering non-intelligence factors, improvement of the students’ chemistry performance, correct the attitude of students to treat chemistry homework, enhance the confidence of students on studying chemistry, improve students’ ability to solve problems. That is to say, the three-step improvement strategies aimed at avoiding losing point on chemistry homework considering non-intelligence factors constructed by us are effective.Although this research gains some achievements, but because of my limited capability, there is some deficiencies on the establishment of the questionnaire, the implementation of the improvement Strategies and the dispose of the questionnaire data, coupled with the short length of empirical research and lack of object, the three-step improvement strategies aimed at avoiding losing points on chemistry homework considering non-intelligence factors happens needs to further improve and develop, and the conclusion of this research needs to further verify.