A Study On The Influence Of Junior High School Students' Non-intellectual Factors On Mathematics Classroom Discussio

The effective mathematics classroom discussion is one of the important ways to improve the efficiency of mathematics classroom teaching.In mathematics classroom discussion activity,the effectiveness of students is affected by both intellectual and non-intellectual factors.However,the existing results concerning on factors of mathematics classroom discussion mainly focus on intelligence factors,etc.Therefore,this paper aims to explore the specific relationship between non-intellectual factors and mathematics classroom discussion in junior middle school students,and then the influence of non-intellectual factors on mathematics classroom discussion is derived.Based on the theories related to non-intellectual factors and mathematics classroom discussion and the Questionnaire on non-intellectual Characteristics of Mathematics Learning of Junior High School student compiled by Professor Wang Guangming et al,this paper tries to study the relationship between the current junior high school students’ mathematics classroom discussion and the non-intellectual factors of mathematics learning from five dimensions(motivation,emotion,attitude,will and character),and gives ou teaching suggestions according to the research results.The main methods adopted here are literature method,interview method,classroom observation method,questionnaire method,statistical analysis method and other research methods.The main results are presented as follows:According to the results,the non-intellectual factors such as motivation,emotion,attitude,will and personality,have different degrees of influence on junior middle school students’ participation in mathematics classroom discussion.Based on the construction of structural equation model,it comes to the conclusion that the will dimension has the greatest influence.Through the observation of mathematics classroom discussion as well as the interviews of teachers and students it founds that these factors,students’ insufficient preparation,insufficient time planning,teachers’ preparation before mathematics classroom discussion,and discussion session evaluation affect the final effect mathematics classroom discussion.Of course,the frequency of classroom discussion are also different due the different math teachers’ teaching methods and different ages.There is a significant positive correlation between mathematics classroom discussion and the overall level and main dimensions of non-intellectual factors in mathematics learning.The unitary linear regression equation of non-intellectual factors in mathematics learning to mathematics classroom discussion is presented as follows:Y=1.146+0.514XThis study finds that emotion and motivation do not have a positive direct effect on mathematics classroom discussion,and the multiple linear regression equation of attitude(X1),will(X2)and character(X3)on mathematics classroom discussion(Y)is presented as follows:Y=1.233+0.065X1+0.181X2+0.207X3The correlation coefficients between each main dimension and mathematics classroom discussion were derived from the regression equation and listed from the largest to the smallest:character,will,attitude,emotion,and motivation.Based on the research conclusion,some teaching suggestions can be proposed:(1)Reasonable selection of discussion questions can stimulate students’ study will;(2)Reasonable comments can improve students’ learning motivation;(3)Based on the different characteristics of students,flexible training paths should be adopted;(4)Math activities should be designed to strengthen students’ in-depthstrategy training.