Researsh On The Current Situation And Countermeasures Of Non-intellectual Factors Affecting Mathematical Ability Of MLD In High School Grade One In Lhasa

MLD(Mathematical learning difficulty student),are considered to have normal intelligence in mathematics education circles in China,and their academic achievement in mathematics is generally lower than the average level of students in the same grade.With the reform of education system in China,?The mathematics Criteria for Regular High School?clearly stated:mathematics education bears the function of carrying out the basic task of cultivating morality and developing quality-oriented education,and the high school mathematics curriculum for all students which is aimed to achieve "everyone can obtain good mathematics education,different people have different development in mathematics".Therefore,at the moment of developing quality education and promoting the realization of education fairness,it is necessary and important to research the formative reason and solution of MLD in mathematics study.From the perspective of non-intellectual factors,this study explores the relationship between mathematics learning motivation,learning attitude,learning emotion,learning will,personality and mathematics ability of MLD in senior one.First of all,on the basis of considering the actual local education situation,the ?Non-intellective Characteristics Questionnaire for High School Students' Mathematics Learning in Lhasa?was compiled by referring to the?Non-intellective Characteristics Questionnaire for High School Students' Mathematics Learning?written by Wang,which included five factors: learning motivation,learning attitude,learning emotion,learning will and personality.Then,this study selected four classes of Beijing middle School in Lhasa and Jiangsu Experimental Middle School in Lhasa as the test subjects.The data was entered,sorted and analyzed through SPSS26,and the following conclusions were drawn:1.The non-intelligence factor of high school students in Lhasa is in the middle level.Non-intellectual factors such as learning motivation,learning attitude,learning emotion,and learning will positively affect students' mathematics scores,calculation ability,logical reasoning ability and intuitive imagination ability.2.The non-intellectual factors of MLD in Lhasa are at the upper-middle level,but compared with those who are excellent in numbers,there are still significant differences in the four aspects of learning motivation,learning attitude,learning emotion,and learning will.The present situation of nonintellectual factors of MLD is as follows: lack of learning motivation,weak learning willpower,negative learning of mathematics and lack of questioning spirit.3.Compared with the mathematically superior students,the MLD have significant differences in the three dimensions of calculation and solution ability,logical reasoning ability and intuitive imagination ability.Among them,the MLD have a big gap with the mathematically superior students in the calculation and solution ability and logical reasoning ability,and they have the lowest score in the intuitive imagination ability.4.The non-intellectual factors that affect the mathematics performance of the MLD in Lhasa include: learning motivation,learning attitude and personality.Among them,the learning motivation of the MLD positively affects the students' calculation and solution ability.In response to the above research results,the author gives relevant teaching suggestions and strategies from four perspectives: test paper designer,teacher teaching,family education and school education:1.From the perspective of test paper designers: make proper use of the college entrance examination evaluation system and design the mathematics test paper comprehensively and systematically.2.From the perspective of teachers: in-depth analysis of the reasons for the learning difficulties of math students,to help students know themselves;Guide the students to understand the core value of mathematics,stimulate the interest of mathematics learning,develop the ability of mathematics;Cultivate the spirit of questioning,improve the math performance and enhance the confidence of learning math.3.From the perspective of family education: parents can consciously penetrate the application of mathematical knowledge in the form of family activities;Can act as a child's playmate,in the home as a place to play,together to participate in math games.4.From the perspective of school education: change the educational concept and attach importance to the development of mental health education courses;Integrate external resources to enrich students' after-school cultural life.