Non-intellectual Factors Of Chemical Inquiry Learning Impact Study

Inquiry learning is a kind of learning style that is energeticallyadvocated by the new Curriculum Reform. Nonintellectual factors belongto a psychological factor which is not directly involved in the processof cognition. Nonintellectual factors have a very important effect oninquiry learning. At present, the study of nonintellectual factors'effects on inquiry learning has not been fully carried out. Consequently,by using fuzzy synthetic assessment method, I attempt to make a study ofthe degree of correlation between nonintellectual factors of high schoolstudents and inquiry learning of chemistry in order to make somesuggestions about the training of nonintellectual factors and theenforcement of chemical inquiry learning.The thesis is composed of five parts altogether:Part I. First of all, Inquiry learning is a learning style that isenergetically advocated by new curriculum reform. And then this partpoints out that nonintellectual factors have an important effect oninquiry learning of chemistry by the analysis of learning process. Finally,put forward the purpose and task of the study.PartⅡ Expounds theory bases of study, including the basic elements,structure of inquiry learning and the students' epistemological beliefs.Concretely-speaking, the inquiry learning of chemistry includes: puttingforward questions, forming hypothesis, laying down plans, collectingevidence, and drawing a conclusion. Nonintellectual factors include:motivation, interest, emotion. Will and personality. Epistemologicalbeliefs can be divided into constructural and mechanical epistemology.Part Ⅲ Takes about the process and methods of study. First of all,I'll introduce the scientific attitude inventory and investigationinventory of correlation between nonintellectual fator and chemicalinquiry learning and then expound the research process, the process aboutinventories. At last, I'll introduce fuzzy synthetic assessment methodaccording to concrete data.Part Ⅳ analyzes the statistical figures from three aspects:1. Analysis of fuzzy correlation between nonintellectual factorsand inquiry learning ( )2. Analysis of the relationship between the elements ofinquiry learning and nonintellectual factors ( ).3. Analysis of fuzzy correlation between every element of chemistryinquiry learning and every nonintellectual factor.Part Ⅴ is the conclusion and enlightenment. We can draw the followingconclusions by the study of theory and experiments:1. Both teachers and typical constructural epistemologist have asimilar understanding of the degree of correlation of thenonintellectual factor and inquiry learning.2. Opinions of teachers, typical constructural epistemologists andmechanical epistemologists on the degree of correlation varywildly.3. The opinions of students are more or less different from those ofteachers.At last, in view of the above, I put forward some suggestions, in thecourse of inquiry learning of chemistry in order to promote advance theefficiency of chemical inquiry learning.