The Practical Research Of Cultivating Art Students’ Non-intellectual Factors In Mathematics Teaching Of Senior High School

With the development of quality-oriented education and social’s increasing demandfor art education, the number of high school students whose major are art is becominglarger and larger. Hence, more and more people are concerned about the performance ofart students in the college entrance examination, which adds more difficulties for thestudents whose performance are not satisfactory. In the current college entranceexamination, there is no doubt that mathematics is a crucial subject. As for the artstudents, mathematics is not only an important compulsory subject, but also plays animportant role on deciding whether the students can be admitted into university or not.Based on some full and detailed research on mathematics teaching of art students in highschool students and the effects of non-intellectual factors, the writer carefully designed aquestionnaire that was closely related to mathematics learning of art students. In addition,questionnaire and interviews were used to investigate art students’ effects ofnon-intellectual factors. The writer concluded that the intellectual level of the studentswas almost the same, but their non-intellectual factors were quite different.Non-intellectual factors were the main causes that lead to the different performance of artstudents in maths. What’s more, a comparison was made between art students in highschool and the senior high school students. The writer also analyzed students’ thinkingmode, studying ability as well as psychology ability. Besides, the relationship betweennon-intellectual factors and mathematics teaching in high school from the aspects ofpedagogy and psychology were discussed. At the same time, according to thecharacteristics of art students and teaching practice, the writer probed into the problemsof how to foster art students’ motivation, interest, emotion and determination. Thestrategies of improving students’ non-intellectual factors can not only lead to active andefficient learning in maths, but also improve students’ mathematics virtues, which can be beneficial to improve the quality of mathematics teaching.