| Elective courses in Middle school has already established and developed since last centuryaccording to the further educational goals.But the one-sided emphasis on the transition rateeducation, results the neglect of electives in a lot of schools. Issued in April2003, the ordinaryhigh school language curriculum standards (experimental) high school language curriculumstructure is divided into two parts of the compulsory courses and elective courses, and thesecondary language teaching system design,the teaching of the language in the previousimplementation an unprecedented breakthrough, and reform, the creation of elective courses isthe biggest highlight of this new high school curriculum and elective courses in theimplementation of this new high school curriculum reform has also become the most difficult.Elective courses and teaching success or failure is directly related to the overall effect of thenew high school curriculum experimental propulsion. Arrangement of elective courses in thenew curriculum of high school language design, basically a programmatic text,will inevitablyencounter many specific operating strategy issues to be further studied in the specificimplementation; confusion encountered in practice should also be given a certain amount ofrational thinking. Elective courses in science, orderly, and efficient implementation, we muststart from the various links to the depth of the problem of the high school language electivecourses, scientific operating system in order to establish a high school language electivecourses.Under the guidance of Non-intellectual factors, the present study explores implementationof the Chinese electives in high school and investigates the reaction between high schoolChinese elective and non-intellectual factors, through the interaction of the two to analyze rolesof non-intellectual factors in the secondary language elective.The paper is divided into four chapters. The main content of each chapter is as follows:The first chapter describes the origin of the thinking of the non-intelligence factors andnon-intellectual factors of basic concepts. it introduces the status and role of non-intelligencefactors as well as the present situation of high school language electives. The second chapter ofelective high school language definition. Elective courses from the high school languagemeaning, the module contact with case analysis of the current teaching status of implementation, and explore high school language electives in the implementation of the current teaching. Thethird chapter analyses the non-language electives significance and role of intellectual factors.The fourth chapter introduces the implementation of the strategy of non-intelligence factors inthe teaching of high school language electives, non-intellectual factors detailed implementationstrategies in the teaching of high school language electives from the emotions, interests,motivation. |
