Investigation And Research On Non-Intelligence Factor Of Mathematics Learning Of Art Students In Senior High School

In learning activities,both intellectual and non-intellectual factors have an impact,and the decisive role of the latter is more prominent.High school art students are a special group of high school students in our country.They take the study of professional art as one of the ways of development.Influenced by the upsurge of Art Majors in recent years,the number of art students is increasing.National policies such as "Basic Requirements for Some Special Types of Enrollment in General Colleges and Universities in 2018" require higher and higher grades for students majoring in arts.Mathematics is a weak subject for many students majoring in arts.Based on this,grasping the non-intellectual factor of students majoring in mathematics from the perspective of non-intellectual factors can provide suggestions for the implementation of teaching.In theory,first of all,the core concept is defined.Secondly,the relationship between non-intellectual factors and intellectual factors is analyzed to determine the possible impact of non-intellectual factors on mathematics learning.Furthermore,through literature analysis,we can understand the research results and main research directions of the predecessors in this topic,and summarize the conclusions obtained by the previous research.Clarify the focus and innovation of this paper.In practice,firstly,through questionnaires,we can understand the non-intellectual factors of mathematics learning in high school art students,and process and analyze according to the data collected by questionnaire survey,focusing on the analysis of non-intellectual factors of high school art students in different genders and disciplines.And the difference in grades,through the study found that high school art students have a positive attitude towards mathematics,a strong sense of responsibility,but the self-discipline of learning is not enough;high school men’s vivid machine,emotional emotions,personality development level is higher than girls,but the attitude and will level are equivalent High school science art vividness,emotional emotions,attitudes,and factor development are higher than liberal arts students,but the level of will is quite the same;the motivation,will and personality dimensions of senior students are higher than the lower grades,but emotional emotions and attitude levels are equivalent;The difference in the same dimension and factor of students is not unique,but there are group differences in mathematics learning characteristics in general.Secondly,select some teachers and students to conduct interviews to understand whether teachers pay attention to the non-intellectual factors of students in teaching,whether to implement targeted teaching according to the differences of students’ non-intellectual factors,and to understand the specific aspects of students in terms of non-intellectual factors.which performed.Finally,combined with the results of questionnaires,interviews and literature analysis,the article believes that teachers can choose different teaching methods to control the level of non-intellectual factors of students in order to improve students’ academic achievement,mathematics thinking and abilitydevelopment.And the help,so the end of the article put forward specific teaching suggestions,hoping to provide a small force for the development of non-intellectual factors of high school art students.