初中历史教学中学困生非智力因素培养研究.pdfVIP

摘 要 非智力因素是影响学生学习过程的关键因素。非智力因素主要包括动机、兴趣、情感、 意志、性格五方面。在初中历史教学中，学生能力的培养和发展离不开智力因素和非智力 因素的交互作用，而且非智力因素在学生的发展中起主要作用。 由于社会、家庭及学生自身差异等原因，现今初中出现了一些对历史学习失去兴趣的 学生，即所谓的历史学困生。素质教育的宗旨是面向全体学生，这就要求历史教师在历史 教学过程中有意识地培养学困生非智力因素，促成学困生转化。 初中历史教学中有意识地培养学困生的非智力因素，有其现实的必要性和可行性。非 智力因素的培养有助于学困生的转化以及现今历史教学现状的调整，并且，初中阶段更是 对学困生进行非智力因素教育的黄金时期，这是由其心理特点和生理特点以及历史学科的 人文性、教育的全面性所决定的。利用多方课程资源以及历史学科特点，将非智力因素有 意识地贯穿于历史教学中，课后进行非智力因素教育的反思与分析，旨在促进每一位学生 的发展，将教育的宗旨落到实处。 关键词：非智力因素；学困生；历史教学 1 万方数据 Abstract Non-intelligence factors are the key factors that affecting students ᾿learning. Non- intelligence factors including motivation, interest, emotion, will and character in five areas. Students᾿ intellectual development have relationship with intelligence factors and non- intelligence factors during history teaching. What᾿s more, non- intelligence plays a more significant role in students ᾿ learning. Due to social, family, and the reasons for differences in the students themselves, today there are some students lose interest in history learning in junior high school. They are called students with history learning difficulties. The purpose of quality education is for all students ᾿ development. It requires that history teachers in the teaching of history have conscious to help student to develop non-intelligence factors which contributed to their transformation . It is necessary and feasible in j unior high school that teaching non-intelligence factors for students with learning difficulties in history curriculum. Culturing non- intelligence factors contribute to the conversion of students with learning difficulties and adjust the cur