A Study On The Application Of Non-Intellectual Factors (Motivation,Emotion,and Will) In Teaching High School Chemistry

This thesis takes the cultivation of students’ non-intellectual factors(motivation,emotion,and will)as the starting point,and uses chemistry teaching as the main channel to strengthen students’ positive learning motivation,cultivate students’ noble emotional experience,and shape students’ strong will character,so as to build a chemistry teaching system under the teaching of non-intellectual factors of cultivating motivation,emotion,and will,and return to the "human-centered" education concept teaching,with a view to improving the current shortcomings in cultivating students’ non-intellectual factors and completing the landing of core literacy in chemistry teaching to meet the needs of students’ individual development."The aim is to improve the deficiencies of the current classroom in cultivating students’ non-intellectual factors,to complete the implementation of core literacy in chemistry teaching,to meet the needs of students’ individual development,and to realize the new vision of education reform in the new era.Through the literature method,we have combed and interpreted the studies related to high school chemistry teaching and non-intellectual factors,understood the current status of research on cultivating non-intellectual factors in chemistry teaching,and designed the non-intellectual factor scales of motivation,emotion,and volition;through the interview method and questionnaire survey method,we have understood the non-intellectual factor levels of sophomore students in the internship school and the high school chemistry classroom situation,and designed the teaching for the potential contradiction between students’ non-intellectual factor development needs and the current situation.potential contradictions in instructional design;through the practical research method,the teaching effectiveness of the teaching regulation model of motivation,emotion,and volition in chemistry teaching was examined and verified;through the quantitative analysis method of statistical analysis,the level analysis based on non-intellectual factors was carried out for the questionnaire survey data and students’ pre and post test scores in chemistry examinations,and the information and conclusions of the teaching research were drawn.The survey found that: the overall level of non-intellectual factors of students in a sophomore science class in a high school in H city was at a low to medium level,and less than 10% of the students had a high level of non-intellectual factors.The level of non-intellectual factors of motivation,emotion,and will in chemistry learning of sophomore students tended to be better.There is a strong positive correlation between the overall level of non-intellectual factors,the level of each non-intellectual factor and the level of chemistry achievement of students.The level of students’ overall non-intellectual factors had the greatest impact on their academic level in chemistry,with the most significant correlation(r = 0.620),and the level of each of students’ non-intellectual factors had a significant direct impact on their achievement level in chemistry.It was found that students in the experimental class had improved levels of non-intellectual factors,and their chemistry achievement levels were significantly higher,with significant teaching effects.Finally,we concluded that(1)non-intellectual factors(motivation,emotion,and will)play an important role in students’ chemistry learning,and chemistry classroom teaching should focus on the cultivation and improvement of non-intellectual factors;(2)the level of non-intellectual factors(motivation,emotion,and will)has a significant direct impact on chemistry achievement level,and generally speaking,the higher the level of non-intellectual factors in sophomore students’ chemistry learning,the higher the chemistry the higher the level of achievement in chemistry.(3)Paying attention to students’ non-intellectual factors in chemistry classroom teaching and using the teaching regulation model of motivation,emotion,and volition can help to cultivate and improve non-intellectual factors,help to carry out teaching activities smoothly,and help to improve teaching quality.