Junior High School Biology To Study The Non-intellectual Factors

During the transformational course from the"Examination-oriented education"to the"Quality-oriented education", more and more researchers find that non-intellectual factors play an extremely important role in learning. At the junior middle school stage, the students'rapid psychological change makes the non-intellectual factors the main factors that determine the middle school students'achievement. Therefore, the effect of studying and developing the students'non-intellectual factors in improving the teaching practice has become the crucial issue in the current course reform.By integrating the quantitative study and the qualitative study in this subject, the writer makes two questionnaires,"The questionnaire on non-intellectual factors in biology learning"(quantitative test) and"The questionnaire on the junior middle school students'motive in biology learning"(qualitative test), to investigate 707 junior middle school students in Grade one and two in the urban area of Beijing, Yantai, Weifang and the suburb area of Qufu. And the data statistic and analysis is made, and the present condition of the non-intellectual factors in junior middle school biology learning is gained. On this basis, combining with the features of biology and the reality of the junior middle school students, this paper emphasizes on the emotion, will, motive and interest raising measure which relate to non-intellectual factors in biology teaching. In order to check the reasonability and the feasibility of the raising program proposed, the experimental verification of success motive raising strategy is done in Zhangzao Middle School, Lingcheng Town Middle School, and Luomiao Middle School in Qufu City from 2005, september to 2006, january.The result indicates that: (1)The non-intellectual factors of the junior middle school students in Grade Two exceed that of the students in Grade One, which is different from the predecessors'conclusion that the non-intellectual factors in the higher grade are weaker than that of the students in the lower grade; (2)The non-intellectual factors in junior middle school biology learning involve region, sex and grade differences among which the differences between regions and between grades are marked.; (3)The non-intellectual factors in junior middle school biology learning are not advanced in general. It is necessary to perform...