The Influence Of Non-intellectual Factors On The Learning Status Of Theoretical Courses Of Students Majoring In Physical Education In Northwest Normal University

With the development of quality-oriented education in China,the teaching of higher physical education is also improved.The Opinions on Deepening the Integration of Physical Education and Physical Education and Promoting the Healthy Development of Teenagers emphasizes that the integration of physical education and physical education should be deepened to promote the healthy development of teenagers,and that the gain effect of physical education and education should be made full use of to continuously intervene the growth process of teenagers,so as to promote the coordinated development of physical exercise and cultural learning for all teenagers and promote their comprehensive and healthy development.The learning process is a process in which intelligence factors and non-intelligence factors influence each other.Based on individual differences,cultivating students’ non-intelligence factors can help them develop unique learning styles and good learning habits.Through the method of literature,investigation,observation and mathematical statistics,this paper takes the students majoring in physical education,martial arts and traditional national sports and sports training in the School of Physical Education of Northwest Normal University from 2017 to 2020 as the objects of investigation.Randomly from 2017 grade,2018 grade,2019 grade,2020 grade four grade of physical education and sports training,martial arts and traditional sports three major three theory and two public basic course for courses,respectively,in the sixth week,the 10 th week,16 weeks for the same class observation,observation of three integrated average to reflect students’ theoretical study.Through the research,the following conclusions are drawn:1.Students of different genders,different majors and different grades have significant differences in all dimensions of academic emotions,and experience more positive academic emotions than negative academic emotions.2.There are significant differences in the dimensions of learning burnout among students of different genders,majors and grades,and there is some burnout in the learning process of theoretical courses.3.Students of different genders,majors and grades have differences in learning motivation in various dimensions.Students’ cognition of theoretical course learning is different,and cognitive bias exists.4.In view of the negative learning state of the physical education major students,this paper puts forward corresponding strategies,mainly from four aspects of cultivating students’ self-exploration consciousness,guiding students to internalize the power of self-regulation,guiding them to acquire self-confidence,and cultivating good learning habits.Based on the above conclusions,the following suggestions are put forward:1.Teachers should give targeted guidance according to students’ characteristics and problems,let students know more positive information,sum up experience and make reasonable arrangements.2.Establish a reward and punishment system to improve students’ mastery of theoretical courses,conduct quantitative assessment on students’ learning behaviors,and standardize students’ learning behaviors.3.Optimize the curriculum setting,avoid arranging theoretical classes after practice,so that students can feel the subjectivity and take the initiative to study.4.Cultivate and develop students’ non-intellectual factors,and conduct face-to-face communication on the basis of students’ individual differences,so as to improve the negative state of physical education major students’ theoretical learning and improve their learning quality.