【作者】 车群涛；

【导师】 张智；

【作者基本信息】 云南师范大学 ， 教育管理， 2004， 硕士

【摘要】 心理学上将聪明才智或学习能力称为智力因素,将学习动机、兴趣、热情、毅力与个性中的性格称为非智力因素。心理学界公认非智力因素由美国心理学家亚历山大于1935年提出。但我国古代的教育家、思想家,如孔子、孟子的思想中就含有重视非智力因素在学习过程中的作用的思想成份。 近80年来,许多中外心理学家和教育家对它进行了大量研究,发现它和智力因素在认识活动中相互渗透、相互联系、相互促进,起动力、调节、平衡等作用,在认识过程中不可缺少。美国和苏联许多心理学家发现在人们的生活、工作和学习中非智力因素起相当重要的作用。我国心理学家和教育工作者自20世纪80年代开始广泛研究这一问题,并取得了大量成果。国内对非智力因素研究的特点是用这一理论来指导教育教学,始终与中小学教育实践相联系。 英语学习对中国人来说是外语学习,由于缺乏语言学习环境、学习时间投入不足及学习周期长等因素,因此决定了非智力因素在其学习中有重要的促进作用。对保山高中生而言,英语学习中更应注重发挥非智力因素的作用,特别应培养坚强的毅力和强烈的责任心,才能克服在欠发达地区学英语遇到的困难,提高英语水平和能力。 为给欠发达地区高中英语教学提供指导,并为因材施教提供理论依据。对不同年级、不同性别、不同生源及不同学校学生非智力因素水平及英语成绩之间的关系进行研究。随机抽取保山城区一所重点中学和一所普通中学的247名高一至一高三学生作为样本,采用沈德立等人编制的《中小学非智力因素状况调查册》作为测查工具,利用SPSS11.0进行数据分析和检验。研究更多还原

【Abstract】 Intelligence and wisdom or learning ability is regarded as intellectual factors, while learning motivation, interest, will power and anything else of this kind are regarded as nonintellectual factors. It is believed that this idea was advanced by W.P. Alexander, an American phsycologist, in 1935. However, there were many great thinkers, such as Confucius and Menfucius, having nonintellectual factors as constituent parts in their teaching thoughts so their students were asked to pay much attention to the functions of their nonintellectual factors while learning.A lot of phsycologists and educators have done many researches about nonintellectual factors in the recent 80 years, which have proved that they work, connect and promote our cognition together with the intellectual factors and can start, adjust and balance it. Some American and Soviet Union phsycologists discovered by researching that in our life, work, and learning they play a very important role. Chinese phsycologists and educators have been doing researches in this field since the 1980s which have led to a great many achievements. These researches have an obvious feature that the researchers have been applying the theory to the teaching realities.English learning is foreign language learning for Clinese, so it has some features such as without learning environment, not enough time and being long-term. In this case, the students’ nonintellectual factors can improve their English learning greatly. As students in Baoshan, they should pay more attention to making fullest use of the nonintellectual factors to learn English successfully, especially by fully using their strong will power and learning responsibility. So they can improve their English and overcome the difficulties they have in learning English. However,they have difficulties because they live in an underdeveloped area of the country.In order to offer the English teachers practical guidance in high schools in Baoshan and grounds for teaching different students properly, the researcher did thiscorrelational study between the students’ nonintellectual factors and their English marks, and the differences of the levels between different grades, genders, students from other counties and the city itself and different high schools.This correlational study was done because it is fit for language teaching researches. Two hundred and fourty-seven students from two high schools in Baoshan City were randomly selected. One school is a key one, while the other isn’t. The Questionarie for Middle School Students and Pupils on Nonintellectual Factors worked out by ProfessorShen Deli and other professors was used as the scale and the data processing and test were done by using the SPSS. The results are the following.1. The levels of the senior students’ nonintellectual factors in Baoshan City are significantly correlated between their English marks, among which the correlations between their learning responsibility and learning stamina are notably and postively correlated between their English marks and the levels of their anxiety are greatly and negtively correlated between their English marks.2. The development of the nonintellectual factors of the students in the three grades is not balanced. The nonintellectual factors levels of the students of grade 2 are better than those of the students in grade 1 and grade 3.3. The girl students’ levels of the nonintellectual factors are higher than those of the boy students except the levels of their achievement motivation, attention stamina, emotion stamina, learning anxiety and winning deviation, and the differences are greatly notable except those of the girl students between the learning ardour levels.4. In Grade 3 of the key school, the levels of the nonintellectual factors of the students from the other counties are not higher than those of the students from the city itself except the levels of their learning ardour and learning resposibility, and the differences are not notable except those of their achievement motivation and learning stamina.5. The levels of the nonintellectual factors of normal school students are better than those of the key school students and the differences are greatly notable beween the levels of their achievement motivation and anxiety, while the others are not notable.Therefore, while teaching , English teachers should pay great attention to helping the students to develop the students’ nonintellectual factors, especially their learning responsibility and will power , in joint efforts with the students themselves, their parents and the schools. The reseacher also gave the teachers, students, parents and schools some advice on how to cultivate the senior students’ nonintellectual factors so as to achieve the goal of our teaching that we schould teach the students according to their aptitudes.更多还原