The Research On Cultivating High School Students' Non-intellectual Factors In The Study Of Geography Under The New Curriculum

With the deepening of new curriculum reforming,the cultivation of students' non-intellectual factors is taken into more and more consideration.As a subject of basic education,geography teaching is absolutely responsible for cultivating students' non-intellectual factors.Due to the characteristics of this discipline,geography teaching has more superiorities of developing high school students' non-intellectual factors than other disciplines.At present,in the geography teaching,the cultivation of the non-intellectual factors of high school students is far away from satisfaction.It is necessary to make a research on the strategies of cultivating non-intellectual factors in geography teaching.This paper studies the non-intellectual factors in the high school students' study of geography as a whole.It starts from investigating the present situation of non-intellectual factors in the high school students' learning of geography and then puts forwards the measures to help improve students' developmental level of non-intellectual factors.The thesis is divided into six parts:The first part is an introduction.This part introduces the significance of this study, reviews the previous studies at home and abroad,and then points out the pedagogical implication.In this part,the author also introduces ways of thought and innovative points in this study.The second part discusses the theory of non-intellectual factors.It states the essence of non-intellectual factors,the relationship between non-intellectual factors and intellectual factors and the theory supporting the opinions of this study,laying a solid theoretical basis of this study.The third part investigates the present situation of high school students' non-intellectual factors in geography learning.The part is divided into two segments:the first segment is to analyze the overall developmental level of the non-intellectual factors in geographical study in the curriculum reform area and non-curriculum reform area respectively,in order to identify the problem of the non-intellectual factors that exists in geographical study;the second segments is to find out the differences of non-intellectual factors between the curriculum reform area and non-curriculum reform area in order to identify whether the high school students' non-intellectual factors develop under the new curriculum reform,how non-intellectual factors develop and what are the driving forces for the development.The research uses both the quantitative and qualitative method with the instrument questionnaire and interview.The fourth part puts forward the strategies of cultivating non-intellectual factors in geography teaching.Based on problems and their causes found out in part3 and theories on non-intellectual factors,this part proposes a series of training measures from four perspectives:teaching aims,teaching content,teaching methods and teaching evaluation.The fifth part is an empirical research.In this part,an experiment is done on training students to use the strategies.Through the statistical data,the author proves that the strategies of the fourth part are effective.The last part is a conclusion.The part sums up the results of this study and its limitation,as well as directions for further study.