A Study On The Influence Of Non - Intelligence Factors On High School Physics Teaching

The non-intelligence factors in our country has been extremely developed and discussed. At the same time large numbers of educational theories and teaching methods have been created with the promotion of the new curriculum. More and more people pay attention to the importance of non-intelligence factors for students training. Meanwhile the relevant research and applications are increasingly widespread, and thus non-intelligence factors training and optimization strategies to promote classroom also will be more abundant. The author has investigated all secondary schools in HengShan town and found that there is some decoupling between the educational practices of this city and the new high school curriculum theory. To practice of combining theory and practice in order to improve the efficiency of classroom teaching high school physics students in non-intelligence factors and development of the city high school, began to start research and teaching practice from Hengshan Town in search of a few high school non-intelligence factors for high school physics classroom affected.Through the survey the author found that the physics teaching in secondary schools in the city do not have their full effect, some students have some learning difficulties and teachers have a certain dilemma classroom. Students have still much room for improvement. The interest of most students in learning motivation, enthusiasm, willpower and other non-intelligence factors does not fully developed. The theoretical analysis of the non-intellectual factors is the preferred method. Therefore, the high school physics teaching needs non-intelligence factors training urgently.Students have been learning in a purely cultural knowledge and the learning process is single and physical and mental health can not be guaranteed. By analyzing the situation of the family, society and school environment, as well as the concept of a new era of education and teacher-student relationship, students train daily non-intelligence factors is feasible. In addition, it has its basis point to develop new curriculum and a new era of relations between teachers and students, by school, family and social aspects of the culture and the influence of secondary school physics teaching culture in non-intelligence factors, non-intellectual factors identified culture is feasible.Based on the non-intelligence factors student training, development and optimization, conduct research in six secondary schools Hengshan Town, respectively, from the students to recognize non-intelligence factors, teacher knowledge and teaching process in non-intelligence factors for students of non-intelligence cultured and non-intelligence factors existing students classified research, preparation of the questionnaire, as well as six high school physics teacher and some students were interviewed to grasp the importance of the six high school students and the training of non-intelligence factors the status quo. From the results of the survey research found that the development of high school physics teaching high school students have a lot of room for improvement, mainly students of non-intelligence factors have not been fully developed, followed by a secondary school in which the impact of non-intelligence factors were high school physics teaching practice research using the experimental classes and control classes classroom comparative analysis and physical evaluation scores and student case tracking research, the optimization of non-intelligence factors and the combination of teaching high school physics, observations and summarize the impact of non-intelligence factors on teaching high school physics, mainly in Students focus on non-intelligence factors, and then let the students know what non-intelligence factors are, what their role in student life and learning to understand the intellectual and non-intellectual factors to the combination of factors in order to learn effectively, happy life.After studying more than one semester of teaching practice, students significantly improved psychological quality, motivation, interest, emotion, will and character. The achievement of students has improved markedly. Therefore, the non-intelligence factors for high school physics teaching do have a very significant effect.