Non-intellectual Factors In The Teaching Of Geography In Middle School

Non-intelligence factors, that is, except for intellectual factors, the impact of intellectual activities and intellectual development of the personality of those specific dynamic role psychological factors. It mainly includes needs, motives, interests, feelings, will, character and personality. Personality in psychological structure, many non-intellectual form interrelated factors mutual checks and interactive power system is the human personality of the most dynamic and positive factor, which determines the extent of the positive activities of people. Student learning activities is the non-intellectual factors and the results of intellectual activities with fact. Research shows that the academic achievement of students with moderate and intellectual factors relevant to the students rather than intellectual growth factors play a decisive role. Learning activities, intellectual and non-intellectual factors constraining factor is mutual, mutually stimulating, intellectual development will promote the development of active non-intellectual factors, non-intellectual characteristics of the positive factors of regulation and control of maintenance and compensation functions is to enhance the quality of learning and promote intellectual develop. Geography, which is one of the basic subjects in schools, deals with the direct and vital relation between mankind and environment. So to reinforce the training and perfecting of non-intelligence in the process of geography teaching plays a particular role, not just improve geography but brings forth new ideas in the implementation of environment education. First, geographic education in the development of non-intellectual factors can better implementation of innovative education, and secondly, it is conducive to the implementation of the final environmental education to students in the form of sustainable development .Geographic intelligence factor is the non-education students to learn, study habits, feelings, and the quality and values will several parts, the interaction between their interaction.There are five components of this paper, discussed in the introductory part ofthe concept proposed by the research and the status quo at home and in theoretical research on the part of the concept of non-intellectual factors relevant content, from the composition of non-mental factors, Non-intellectual factors and the relationship between intellectual factors and intellectual factors in the development of non-geographic secondary education to explore the important status and role in the teaching of geography in secondary schools to help students develop the feasibility and necessity of non-mental factors.The third part of the paper baced on a questionnaire survey of four high school students, with the aim of understanding the situation of our students non-intellectual factors, the survey shows that most students choose to study geographic examinations in the geographic study, only a few students experience the fun of learning geography, Secondary students currently not optimistic about the level of non-intellectual factors, geographical disciplines to learn more students lack of interest, lack of proficiency in geographic information, not a good learning habits. In response to these issues, Part IV explored from three secondary schools for the teaching of geography training measures and non-intellectual factors discussed in the implementation process should be noted. Final analysis practice effect, and the fifth part is the conclusions vision. The law adopted documentation and investigation of law research methods, was a lot of scientific data to this point has been strong support.