A Study On The Non-intellectual Features Of Gifted Mathematics Students In Grade One Of High School

Mathematically gifted students are noteworthy groups, because those studentshave a possibility of being the future of social elite talent, especially high-tech talents.The research of their education is significant not only to the implementation of theiraptitude principle but also to the transformation of the underachiever. As an importantfactor, non-intellectual features is making an important and even decisive role in thegrowth of gifted mathematics students.In order to understand the non-intellectual features of gifted mathematics students,this paper adopts a lot of education research methods, for example, literature method,questionnaire survey method, personal interview method and so on. They choose300senior one students as the object to study the non-intellectual features from a key highschool in yantai. The study shows that:(1) Gifted mathematics students in senior oneare interested in Mathematics, and they are creative and their hobbies are broad;(2)The gifted mathematics students in senior one trust teachers, then they can get a lot ofknowledge from the teachers. However, compared to the ordinary mathematics students,the gifted mathematics students is less dependent on teachers, and they are good atobtaining new knowledge through the network and discussing with classmates;(3) Thegifted mathematics students in senior one has the initiative to learn, and would like tointeract with teachers and classmates. They prefer to such learning style as groupdiscussion, autonomous learning and so on. They have strong ability of self-learning,cooperation and good language expression;(4) The gifted mathematics students insenior one are very self-confident on their mathematics, what’s more, they have highself-efficacy. They will be able to look at their identity in positive ways, in addition,they think the competition can promote their learning.On the basis of understanding of the non-intellectual features of giftedmathematics students in senior one, we can put forward the following effectiveteaching strategies: making a lecture before class and setting up situation to improvethe gifted students’ interest in learning mathematics; having a match and correctingexercise with each other to improve the autonomy; instructing the targeted guidance toimprove the attitude of the gifted students self-efficacy; creating relaxed learning environment to make the students have a positive state of mind.