Psychological researches showed that learning activities are under the constant impact of both between learners’internal factors and external factors,and learners’internal factors,in specific,include intelligence fa...Psychological researches showed that learning activities are under the constant impact of both between learners’internal factors and external factors,and learners’internal factors,in specific,include intelligence factors and non-intelligence factors.This article explores the relations between 11 non-intelligence factors with students’English achievements by adopting the method of questionnaire.The research shows that non-intelligence factors and students’English achievements have a close relation.Therefore,teachers should cultivate students’non-intelligence factors to promote students’English achievements.展开更多
This study is conducted with self-developed questionnaire on 910 middle school students,aimed at describing middle school students'academic subjective well-being and exploring its influential factors.Results show ...This study is conducted with self-developed questionnaire on 910 middle school students,aimed at describing middle school students'academic subjective well-being and exploring its influential factors.Results show that(1)Academic subjective well-being of middle school students is generally low and there exist differences in different schools and grades.Students from non-key middle schools have lower academic subjective well-being than those from the key schools.Grade 2 students in both junior and senior middle schools have the lowest academic subjective well-being.(2)Factors directly affecting middle school students'academic subjective well-being are academic experience and the present academic achievements,with the former playing a major role.(3)Factors indirectly influencing middle school students'academic subjective well-being are social pressure and expected academic achievements,both of which influence students'academic subjective well-being through students'academic experience or their present academic achievements.展开更多
Introduction Why listening is neglected in senior middle school English classes It is well known that there are four basic language skills, none of which should be neglected. Unfortunately, teachers of English in midd...Introduction Why listening is neglected in senior middle school English classes It is well known that there are four basic language skills, none of which should be neglected. Unfortunately, teachers of English in middle schools usually pay little attention to listening for a number of reasons. One is that they think listening is less important for Chinese students compared with other skills. According to the National Syllabus, more attention should be paid to reading, which is the chief component of the College Entrance exam. Another reason is that teachers complain that they do not have enough materials or machines for improving listening. Furthermore, they lack confidence in their ability to construct listening activities.展开更多
文摘Psychological researches showed that learning activities are under the constant impact of both between learners’internal factors and external factors,and learners’internal factors,in specific,include intelligence factors and non-intelligence factors.This article explores the relations between 11 non-intelligence factors with students’English achievements by adopting the method of questionnaire.The research shows that non-intelligence factors and students’English achievements have a close relation.Therefore,teachers should cultivate students’non-intelligence factors to promote students’English achievements.
文摘This study is conducted with self-developed questionnaire on 910 middle school students,aimed at describing middle school students'academic subjective well-being and exploring its influential factors.Results show that(1)Academic subjective well-being of middle school students is generally low and there exist differences in different schools and grades.Students from non-key middle schools have lower academic subjective well-being than those from the key schools.Grade 2 students in both junior and senior middle schools have the lowest academic subjective well-being.(2)Factors directly affecting middle school students'academic subjective well-being are academic experience and the present academic achievements,with the former playing a major role.(3)Factors indirectly influencing middle school students'academic subjective well-being are social pressure and expected academic achievements,both of which influence students'academic subjective well-being through students'academic experience or their present academic achievements.
文摘Introduction Why listening is neglected in senior middle school English classes It is well known that there are four basic language skills, none of which should be neglected. Unfortunately, teachers of English in middle schools usually pay little attention to listening for a number of reasons. One is that they think listening is less important for Chinese students compared with other skills. According to the National Syllabus, more attention should be paid to reading, which is the chief component of the College Entrance exam. Another reason is that teachers complain that they do not have enough materials or machines for improving listening. Furthermore, they lack confidence in their ability to construct listening activities.
