Empirical Research On The Impact Of Non-intellectual Factors On Learning Strategies In Russian

It is pointed out in the General High School Russian Standards (Experimental) promulgated by the National Ministry of Education in 2003 that "the strategy refers to the adjusting step and action designed and taken by the students to effectively learn and use Russian. The 'learning strategy' is an important teaching task. The students shall have the strategic awareness, learn the skill of using the strategy, learn to adjust the strategy according to the different cases in the different time, continuously perfect it in practice, establish their own strategies, strengthen the purpose of learning, improve the learning efficiency and independent choosing force and create the conditions for the lifelong learning." Therefore, it requires that the teachers shall teach the students the strategy of learning Russian, assure that the students can effectively use the Russian learning strategy and lay a foundation for the students' lifelong learning while carrying out the Russian teaching.However, we also find in practice that the students are influenced by many factors in the process of training and establishment of the learning strategy, including the reasons of society and schools, teachers' reasons and students' and students' parents' reasons. These factors can be divided into two types. One type includes the intelligent factors and the other includes the unintelligent factors. The empirical study of the three factors in the unintelligent factors, that is, Russian learning motive, learning willpower and learning habit is made in the paper and their relevance with the Russian learning strategy is studied.The previous empirical study of the unintelligent factors is mainly centralized on the relevance of the learning motive with the learning achievements. In recent years, the researchers have begun to pay attention to the unintelligent factors of influencing the learning strategy such as motive, interests, personality, style of cognition and emotion, etc. Based on the theoretical study, the experimental hypotheses are made in the paper:Experimental hypothesis 1: The Russian learning motive, learning willpower and learning habit are in the positive relevance with the Russian learning strategy.Experimental hypothesis 2: The Russian learning motive, learning willpower and learning strategy are in the positive relevance with the Russian learning achievements.Based on the above, the questionnaire is made. The author chooses two Russian teaching classes of Grade 1 of 3rd Senior High School of Bin County of Heilongjiang Province as the research objects of the empirical study. In the experiment, the learning motive, learning willpower and learning habit are taken as the independent variables and the learning strategy and learning achievements are taken as the dependent variables. In the aspect of data statistics, we use the SPSS11.5 and EXCEL2003 software to carry out analysis of the data. In addition, the interviews are taken for the criteria for reference in the study and analysis. With the deep-going analysis of the data obtained, the conclusion is made in the empirical study, that is, the experimental hypothesis 1 exists and the experimental hypothesis 2 does not exist.And then, the author presents the suggestions on teaching of cultivating the Russian learning motive, learning willpower and learning habit according to the data from investigation and their analysis.