Investigation And Cultivation Of Non-Intelligence Factors In Mathematics Study Of High School Arts Students

Many studies have shown that non-intellectual factors play an irreplaceable role in the process of mathematics learning.Gelman believes that about 20 percent of the factors that affect human success are intellectual,while the remaining 80 percent are non-intellectual.Arts and sports students are a special group of high school students,they study music,art,sports and other majors,with distinctive personality characteristics,they study hard in their major,so the professional results are generally ideal,but in the study of culture,especially in the subject of mathematics,often show disgust,fear,do not want to learn and other emotions or psychology,math scores are often not ideal.Combined with my daily teaching work,it is found that many art students also have obvious differences in mathematics achievement due to the differences of non-intelligence factors(such as learning motivation,learning attitude,will,etc.).Therefore,if the non-intelligence factors can be reasonably cultivated in the process of mathematics learning,it will be beneficial to their mathematics achievement.By means of questionnaires and interviews,this paper first finds out the present situation of non-intelligence factors in mathematics learning process of senior high school students,and then uses the SPSS21.0 to collate the collected data to analyze the differences of non-intelligence factors from the perspective of student type,gender,specialty and so on.The following conclusions are obtained:(1)Compared with non-arts students,the motivation dimension of mathematics learning non-intellectual factors is higher than that of non-arts students,but the will dimension is lower than that of non-arts students,There was no significant difference in other factors other than intelligence.(2)High school students have significant gender differences in the personality dimension of non-intellectual factors in mathematics learning,in which male students have higher personality scores than girls,and other dimensions have no significant gender differences.(3)There are significant differences between art students and sports students in the motivation dimension of non-intellectual factors in mathematics learning,but not in other dimensions.There are significant differences between art students and music students in the dimensions of motivation,attitude and personality of non-intellectual factors in mathematics learning,but not in other dimensions.The difference of non-intelligence factors in mathematics learning between sports students and music students is not significant.(4)High school mathematics teachers agree that non-intelligence factors have an important impact on mathematics learning of art students,and the direct impact is the difference of mathematics achievement.Then according to the results of the questionnaire,this paper puts forward the training strategies and teaching measures of non-intelligence factors of art students,and applies them to the mathematics classroom of art A class(experimental group).B class as a control group used the traditional way to teach.After three months of teaching practice,it was found that the classroom effect of A class had been improved,and the non-intellectual factors of art students had changed obviously,which was significantly different from that of the control group.