Experimental Study On The Cultivation Of Non-cognitive Factors In Junior Middle School Students From The Perspective Of HPM

The non-cognitive factors have been mentioned in a new theoretical height since the new curriculum reform,and people pay more and more attention to the influence of students' psychological quality on learning efficiency,and the non-cognitive factors of mathematics determine the effect of mathematics learning to a certain extent.However,most of the current researches are macro study.They cultivate students' non-cognitive factors mainly from the perspectives of psychology,pedagogy.As kind of microscopic field,the researches of mathematics learning are still rare.In fact,some special phenomena that come from microscopic field are difficult to be included in those macro researches.This paper attempts to explore the cultivation of students' non-cognitive factors from the perspective of HPM(Mathematics History and Mathematics education),because the history of mathematics has the educational value of optimizing mentality,enhancing motivation,cultivating interest in learning,developing non-cognitive factors and so on.On the basis of the predecessors,the author collated some of the mathematical history materials suitable for junior high school teaching,and did pre-test in 14 classes with the same learning level in a junior high school in Foshan with the help of Junior high school mathematics non-cognitive factors scale.Then conducted t test and F test on test results followed by experimental end re-test results to determine the experimental group and the control group.Fourteen weeks of Mathematics history teaching experiment was carried out in the experimental group,and the non-cognitive factors of students were re-tested after the experiment.SAS was used to analyze the pre-test and post-test results of two classes,and the second indexes were compared and analyzed.Based on students feedback questionnaire before,during and after the experiment,this paper discusses whether the integration of teaching and mathematics history plays a significant role in promoting the non-cognitive factors of students.The research conclusions are as follows:(1)The integration of mathematics history into teaching has a significant effect on students' non-intelligence factors.Cultivating students' non-intelligence factors through such way is feasible.(2)The integration of mathematics history into teaching plays a significant role in promoting the interest in learning,the learning motivation and the learning attitude of students.(3)The integration of mathematics history into teaching has a promoting effect on students ' learning will and learning emotion,but it is relatively not obvious.The reason may be that the experiment time is short,and a person's will,emotional stability and other factors are not easy to change in a short period of time.On the basis of experiments,this paper puts forward a method to cultivate students ' non-cognitive factors which mainly includes cultivating students ' interest in learning through mathematical stories;let students feel the mathematical value of arts,lives,computers and so on to cultivate students' learning attitude;hold knowledge contest and situational teaching of mathematics history to cultivate students' learning motivation;let students understand the mistakes made by mathematicians and the long and tortuous history of mathematical concepts to cultivate students ' learning feelings;through the historical name problem and the power of the role model cultivate the students ' learning will and so on...