Study Of The Non-intelligence Factors That Affect The Questioning Of Primary School Students In Class

In the core quality of Chinese students’ development issued in 2016,"being good at finding and raising problems" is an important ability that modern and contemporary Chinese students should have.Students’ Questioning in class is the most intuitive way for teachers to observe students,and classroom questioning is affected not only by students’ intellectual factors,but also by non–intellectual factors.However,there are few studies on students’ non–intellectual factors.In the research on the factors affecting students’ classroom questioning,most of them start from school,family and students themselves.Based on this,from the perspective of students’ own non–intelligence factors,this study takes the non–intelligence factors affecting pupils’ classroom questioning as the main research content,and discusses the non–intelligence factors affecting pupils’ classroom questioning,so as to better strengthen the cultivation of non-intelligence factors and improve the effect of students’ Classroom questioning.This study conducted a four-month classroom observation and questionnaire survey on primary school students in Grades 1～6 of Y primary school in Tian shui city.It observed the frequency of students’ classroom questioning,the types of students’ classroom questioning and the source of students’ classroom questioning.On this basis,671 students were investigated on non–intellectual factors,including learning motivation,learning interest,learning emotion.This paper analyzes the five dimensions of learning will and learning habits to investigate their impact on primary school students’ classroom questioning.Research findings:First,most primary school students have low enthusiasm for classroom questioning,and the higher the level of non–intelligence factors,the higher the enthusiasm of classroom questioning.Second,different components of non–intelligence factors have different effects on students’ classroom questioning.From the frequency of classroom questioning,whether students ask high–frequency or low–frequency questions,the most influential non–intellectual factor is learning interest.From the perspective of the types of classroom questions,the students who put forward discovery questions perform best in terms of learning habits,while the students who put forward creative questions perform better in terms of interest and will.From the perspective of the source of problems,among the non–intellectual factors that stimulate problems in class,emotional factors account for the highest score;Among the non–intelligence factors of learning experience problems,motivation and habit perform better;Among the non–intellectual factors of life experience,interest is the best.Third,non–intellectual factors have a significant impact on students’ classroom questioning.In practical teaching,teachers can cultivate students’ classroom questioning by improving students’ learning interest,cultivating students’ learning emotion and shaping students’ learning will.According to the research results,the author puts forward the strategies to improve students’ classroom questioning through the influence of non–intellectual factors.The specific manifestations are as follows: First,establish correct motivation and improve students’ questioning ability;Second,cultivate good interest in learning and improve the enthusiasm of classroom questioning.Third,express good emotions and increase students’ interest in classroom questioning.Fourth,shape a strong will and exercise students’ questioning ability.