A Case Study On Diagnosis And Intervention Of Non-Intellectual Characteristics In Mathematics Learning Of Junior Middle School Students

Shen Deli and others have pointed out that in learning activities,both intellectual and non-intellectual factors restrict people's academic performance,among which non-intellectual factors play a decisive role.Li Hongyu,Yin Guoen and others validated the correlation between non-intelligence factors and learning achievement through the empirical study of primary and secondary school students'academic achievement and non-intelligence factors,that is,for all the subjects,the 11 non-intelligence factors and total scale scores involved in the questionnaire had a very significant positive correlation with the subjects'learning achievement.According to the relevant research,the research on non-intelligence mainly focuses on the theoretical research on the factors and structure that affect non-intelligence,the empirical research on non-intelligence factors in mathematics learning,and the research on the correlation between non-intelligence factors and mathematics achievement.However,there are few applied research on non-intelligence evaluation tools in mathematics,and case study on non-intelligence factors in Mathematics learning of junior high school students with low efficiency in mathematics learning.There are few.The specific questions include:(1)Are there individuals with low level of non-intelligence test in mathematics among students with low efficiency in mathematics learning?(2)Are there individuals with very poor motivation,emotions,attitudes,will or personality in the low level of mathematical non-intelligence tests?(3)Does the motivation,emotions,attitudes,will or personality and mathematics level of several types of individuals have been improved after guidance?(4)Does the level of non-intelligence improve after giving guidance to several types of individuals?By using the methods of literature analysis,interview,investigation,case study and experiment,combined with the operational definition of students with low efficiency in mathematics learning:based on the questionnaire of non-intelligence characteristics in mathematics learning of junior middle school students,this paper investigates the students in the second grade class of a junior middle school in Tianjin.According to the table of constant modulus of non-intelligence level in mathematics learning of junior middle school students,it tests the students in action.Five of the 10 students with the lowest level of machine,emotion,attitude,will and personality(or sub-dimensions)and low efficiency in mathematics learning were selected as study subjects and five as control subjects for case study.Based on the results of the interview,the intervention program was formulated and three groups of students were given intervention guidance for three months.The results show that among the students with low efficiency in mathematics learning:(1)among the students with low efficiency in mathematics learning,there are individuals with low level of non-intelligence in mathematics;(2)among the students with low efficiency in mathematics learning,there are individuals with very low level of motivation,emotion,attitude,will and personality of non-intelligence characteristics A,B,C,D,E;(3)Through the diagnosis and study of the researcher.After guidance,the non-intelligence level and learning efficiency of mathematics have been significantly improved by the individuals with relatively poor motivation(or a sub-dimension),emotional emotion(or a sub-dimension)and attitude(students A,B,C,D).After guidance,the students with poor will(or a sub-dimension)and personality(or a sub-dimension)have not significantly improved their mathematics learning performance,and their mathematics learning effectiveness has not been improved.The rate was slightly improved.According to the research results,several suggestions are put forward for teaching:(1)Teach junior high school students with low non-intelligence and low efficiency in mathematics learning in accordance with their aptitude;(2)Problem-based history of mathematics,focusing on the cultivation of cognitive motivation;(3)Establish a trust relationship and create a positive atmosphere;(4)Help to clarify the relationship between mathematical knowledge points and build a mathematical cognitive structure;(5)Set short-term and medium-term goals to cultivate students' will quality.