Cultivation Of Non-intelligence Factors In College Chemical Experiment Teaching

In recent years, because of enrollment expansion of colleges and universities, the comprehensive qualities of college students have declined. Part of the students’ culture foundation is bad, and as the job pressure increases, students feel hazy and have no interest in learning. Non-intellectual factors can help students overcome the bad emotions, mobilize the initiatives and enthusiasms of the students’learning and stimulate students’ motivation. Chemistry is a scientific, comprehensive knowledge and experimental subject. It can help students establish a positive outlook on life, arouse the enthusiasm of the students, stimulate students’ enthusiasm of learning. Through which students can solve the employment problem, which is of far-reaching significance for students. Students can develop their potential abilities and cultivate the good non-intellectual factors by doing chemistry experiments. At the same time, good non-intellectual factors can ensure students to play a principal role in chemical experiment on students’ psychological dynamics, regulation, guidance and control role.This article is based on consulting a large number of documents and on the basis of the study of the present situation about domestic and foreign relevant non-intelligence factors. According to Ghana’s theory of multiple intelligences, Werner’s attribution theory, Maslow’s self-fulfillment theory (hierarchy theory of needs), Bandura of self-efficacy theory, Confucius’s thought in accordance with their aptitude, I have designed an investigation questionnaire in chemical engineering institute of2009level and2010level students sample of one college in Gansu province. By analyzing the current status of the non-intelligence factors majoring in chemical engineering, I extract six significant impacts on college experiment teaching for students of non-intellectual factors, namely:students without a career plan, not harmonious teacher-student relationship, lack of self-confidence, motivation is not strong, the vulnerable emotions and the will and the unreasonable experimental structure. To address these issues and on the basis of school-related policy research, combined with the current situation of university experiment teaching reform, I put forward the following strategies about the cultivation of non-intelligence factors in the teaching of chemical experiment:(1) All forms of career education, enhancing students’ confidence in the future, will help students improve levels of non-intelligence factors;(2) Help students with financial difficulties, thus making them feel at ease and dignity;(3) Create a good relationship between teachers and students, providing students with a relaxed mood, atmosphere and harmonious psychological environment;(4) Guide the students to establish lofty ideals, a positive attitude and clear values, and stimulate students’ intrinsic motivation;(5) Take advantage of the chemistry experiment course, cultivate students’ interest and emotion, temper students’ will, improve the students’ self-efficacy;(6) Combine with professional features, appropriately increase the comprehensive and designing, exploring experiment, set strict demands, and develop students’ scientific understanding comprehensively. On the basis of the proposed training strategies, combining with the requirements of practice teaching reform and the characteristics of chemical experiments, I design the integrated experiment teaching in the experimental teaching of all aspects:literature research, program design, material preparation and characterization.