An Empirical Study On The Diagnosis And Intervention Effect Of Non-intelligence Factors In Mathematics Learning Of High School Student

With the introduction and implementation of the educational evaluation reform and the "double reduction" policy,"light burden and high efficiency" and "reversing the orientation of educational evaluation" have become new slogans of educational reform.The non-intelligence factor of mathematics learning is one of the important ways to affect the efficiency of students' mathematics learning.After sorting out the relevant studies,we can see that the research on non-intelligence mainly focuses on the theoretical research on the structure of non-intelligence factors,the empirical research on the evaluation tools of non-intelligence factors,the relationship between non-intelligence factors and academic achievement,and the recent emergence of regional non-intelligence factors norm.Research and other aspects,but the applied research of mathematics learning non-intelligence assessment tools,and there is little research on group application assessment and intervention.Based on the above research background,the research questions are determined as follows:(1)What is the current situation of non-intelligence factors in mathematics learning of the second grade students of X Middle School in Tianjin?(2)Based on the assessment results of grades,classes,and individual status,what precise improvement strategies are proposed for students with different levels of mathematics non-intelligence?(3)What is the effect of improving the mathematics non-intelligence level of high school students after the intervention and improvement of the mathematics non-intelligence improvement strategy of high school students?Using literature analysis,investigation and research,statistical description,experiment and interview,combined with the operational definition of mathematical non-intelligence factors,applying the assessment tools for non-intelligence factors in mathematics learning of high school students,Tianjin mathematics learning non-intelligence norm and level Standard,evaluate and diagnose all students in the second grade(12 classes)of Tianjin X Middle School,and compare the 12 classes,select the 12 classes whose non-intelligence level is medium level and the grade ranking is "poor" and the Classes with comparable levels were used as controls,as well as the classes with lower-middle-level non-intelligence levels and the "worst" grade ranking,and interventions were carried out in the form of class activities.The main findings of the study are:(1)The non-intelligence level of mathematics learning of the second grade students of X Middle School in Tianjin is relatively high,and they are in the middle level of Tianjin.There are differences between different groups.The specific results are:there are obvious differences between different classes.Among the 12 classes,one The level of the class is low,in the middle and lower level of Tianjin,and the rest of the classes are in the middle level of Tianjin.(2)Based on the diagnosis of students' mathematics learning non-intelligence level,13 sub-dimension improvement strategies are proposed for students with different non-intelligence levels.(3)Through the improvement of the researcher's diagnosis and intervention,the non-intelligence level and behavioral performance of mathematics learning in the two classes at different levels were improved and improved,and the improvement degree of the classes at different levels was approximately the same.(4)The strategies for improving non-intelligence in mathematics learning of high school students are effective and the effect is remarkable.Teachers' teaching suggestions:(1)Improve their own theoretical foundation of non-intelligence factors,and cultivate students' awareness of paying attention to non-intelligence factors;(2)Create an environment where non-intelligence and mathematics teaching are integrated to improve students' interest in learning and ability to learn;(3)Strengthen the combined application of assessment tools and diagnostic reports,and effectively implement measures to improve non-intelligence factors.Student learning suggestions:(1)to understand the knowledge of non-intelligence factors,strengthen the awareness of non-intelligence factors;(2)to focus on the life of mathematics problems,stimulate mathematics learning motivation;(3)to practice self-evaluation and supervision to promote emotional stability and regulation.