The action that tries to be not intellective element by play improves result of education of English of average high school.docVIP

精品文档欢迎来主页查询 更多精品文档,欢迎来我主页查询 The action that tries to be not intellective element by play improves result of education of English of average high school [Paper keyword] effect of education of English of blame intelligence element [Paper summary] be not intellective element is drawing student learning inside drive force, in process of education of English of average high school, want to adopt measure to develop a student to be not the positive effect of intellective element, in order to improve English education result. Psychology considers to make clear, english study is learner (internal cause) with learning environment (external cause) the process of joint action, learner namely internal cause is deciding English study result. The internal cause of learner includes intellective element and blame intelligence factor two respects, study activity of the student is the process that these two kinds of elements participate in jointly, studying the effect is them the result of joint action. Intellective element is the psychological feature that the person compares stability in cognitive activity, the thinking force that basically points to a person, imagination, comprehension, memory, it is the fundamental element that the person develops; Element of intelligence of and rather than basically points to motive, interest, affection, volition and disposition to wait, be driven to the move since intellective development and adjust action. Contemporary education thinks theoretically, the success of English education depends on not only the intellective element of learner, still depend on be not intellective element. But intellective element is congenital and not changeable, so, the action that is not intellective element appears particularly important. Accordingly, if be in English education and education process can reasonable use blame intelligence ingredient, will improve education result greatly. The student’s intelligence quotient has the branch of on any account,