Poor Third-year Student Of Mathematics Studies Non-intelligence Factors And Countermeasures

Primary and secondary school students learning disability has increasingly by the majority of teachers and education experts, a lot of research has carried on the analysis to the causes of learning disabilities, and has drawed the conclusion:the main factor that cause the students’ learning difficulties is the non intelligence factor. This phenomenon is often found in the teaching of mathematics in our daily:Some students mind particularly flexible and accept new knowledge quickly; mathematical thinking ability is very strong, but there is no good study habits:work by fits and starts, so they are not good at math. Some students even though thinking is not very flexible, but hard to learn, methodical, good study habits and a strong will, but a good learning students are smarter than the effect of the mind.As a special group of junior school students, they face a life time first choice. Senior high school entrance examination step, a step of life. Came third, a key step on the forward-taught; came third, to achieve the knowledge to change the fate of the dream. How can we maximize the mining grade students of non-intelligence factors, the growth of the foundation for their life, should become a hot issue of concern classroom teachers. Based on this consideration, I decided to non-grade students in math problems of poor academic intelligence factors as research.In the first chapter, the author first describes the background of the issues raised, including the background of the new curriculum reform d and the background of the new curriculum reform our students the actual situation; secondly describes the research status at home and abroad about the problems of poor academic.In the second chapter, the author first "bad school","Mathematios Learning Disabilities", has defined "non-intellectual factors," and several other concepts and identify learning disabilities studied in this paper refers to students of normal intelligence, but as interest, there is a gap between the actual mathematics achievement and intellectual potential in accordance with its expected attainable math emotion, motivation, self-confidence, attitudes and habits, will, psychological testing and other non-intelligence factors and strategies, you need to take targeted education, teaching the third-year students. In the second part, the author analyses the relevant theory. The third chapter is the focus of this article. In this chapter, the author of the middle school students to do interviews and questionnaires, the purpose is to understand the adverse junior math student academic development status of non-intellectual factors. Questionnaire including motivation, interest, confidence, habits and attitudes, and will examine the psychological tests and strategies. Survey results show that students and junior school mathematics learning disabilities eugenics significant differences exist in the interest, motivation, confidence, habits and attitudes, will, etc., there is no significant difference in psychological tests and strategies. These differences are as follows:lack of interest in learning mathematics; lack of proper motivation; lack confidence to learn mathematics; do not have good study habits and correct mathematics learning attitude; lack of strong will; lack of proper testing strategies and good psychological test.In the fourth chapter, the author describes in detail the effects of three days of bad math student academic development factors of non-intelligence factors, including:the students themselves, teacher, school factors, family factors and social factors.In the fifth chapter, the author puts forward a mathematical optimization adverse junior school students countermeasures non-intelligence factors:First, to stimulate students’ motivation to learn; Second, cultivate good mood emotional experience; Third, cultivate good study habits and correct attitude towards learning; Fourth students a strong will; Five is to strengthen students’ poor academic test counseling psychology and strategy.In the sixth chapter, the author describes the conclusions and deficiencies of the study.