| Intellective and non-intellective factors are the two important keys of learning to students.They impact one another, codetermine to a great extent the development of students. The seniorschool students are not grown-up, they change a lot psychologically. So the non-intellectivefactors affect their learning violently. It is necessary to introduce the non-intellective factorstheories to the teaching of biology. If we think much of non-intellective factors in biologyteaching, the senior high school students would improve their learning and intelligence. It is thebest way of education for all-around development.I want to discuss the effects of non-intellective factors in biology learning practicallythrough Quantitative experiment. Three classes, class 6、7 and 8, grade two, Yucai senior highschool in Jinnig, had been investigated before the tests, the three classes were the same level.Then I analyzed the level of non-intellective factors in the three classes through questionnaires.They showed that: insufficient motivity, without interest, lack of willpower, no active emotionwith teacher and subject, all of which have embarrassed the improvement of study. I integratedmy teaching practice, according to the facts of biology teaching and psychology of students. Iadvanced specially several steps to develop the students’emotion、interest、sensibility、purposewhich were the non-intellective factors. And developed several training methods on purpose inclass 6 and class 8. Comparing the two tested classes with the untested class, the result showedthat: the biology grade of tested students increased a lot obviously. It is effective to focus on thenon-intellective factors training which are necessary in biology teaching in high school.During the study, I advanced some effective models and approaches to non-intellectivefactors training. I hope to explore some experiences of success or defaults in non-intellectivefactors training, which will serve the education for teachers and students. |
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