Human intelligence includes intelligence factors and non-intelligence factors. Intelligence factors refer to observation, memory, thinking and imagination. The so-called non-intelligence factors refer to the factors of students' learning enthusiasm, such as motivation, interest, attitude, hobbies, personality, emotion, will and so on. In learning, both intellectual factors and non-intellectual factors are indispensable, and we must work together to complete the learning task. Generally speaking, everyone's intelligence factors are similar, but non-intelligence factors are different. Non-intelligence factors play a regulatory and dynamic role in mathematics learning, so we focus on analyzing the successful experience of college students' mathematics learning from non-intelligence factors. Educator Suhomlinski said, "The more complicated the materials that must be memorized, the more generalizations, conclusions and rules that must be memorized, and the wider the' knowledge background' of the learning process." In other words, if a student can firmly remember, understand and flexibly use formulas, rules, conclusions, etc. He must read and think about many materials that don't need to be memorized. In the survey, we found that college students with excellent math scores often have a wide range of knowledge, like reading some famous literary works and biographies, and also like reading some math books, such as The Secret of Quick Calculation, Mathematical Physics for Middle School Students, and interesting knowledge books in libraries and bookstores. In addition, books related to mathematics are recommended: interesting mathematics series, mathematics books for training thinking ability, and mathematics in stories. In addition to establishing a broad knowledge background, reading is also of great help to improve the ability to examine questions and interest in learning. Third, people with rich life experience need to understand the situation to learn mathematics well. Mathematics is a subject to solve practical problems. Without life experience, it is often difficult to turn mathematical knowledge into problem-solving methods. During the investigation, we found that people who are good at mathematics have the following life experiences: 1. They often experience with their elders and even help them do some housework, such as selling things, buying things, accounting for holidays and so on. 2. Have practical interest. In their spare time, many people will play ball games and go shopping, but these college students we surveyed are more willing to do something meaningful. A college student mentioned that when he was in junior high school, he used to measure the area of the new campus with a bicycle and a tape measure with a good friend. First, the appropriate learning methods and study habits Mathematics is a multi-functional subject, which is very logical and systematic. There should be more scientific learning methods to learn and master mathematics knowledge. Proper methods can get twice the result with half the effort. If the method is wrong, it will be "thankless" and get twice the result with half the effort. If learning is effective, the more you learn, the greater your interest; If your academic performance is always low, you will gradually lose your confidence in learning. Whether to master more scientific learning methods is the key to learning success or failure. According to the essence of excellent college students' mathematics learning experience, we believe that more scientific learning methods and habits are mainly embodied in the following five basic links. 1, prepare well before class and take the initiative in class. Everything is established in advance, and it is abolished if it is not foreseen. 2. Listen carefully in class and take notes. You should enter the state in advance in class. The quality of preparation before class directly affects the effect of listening to lectures. 3. Review in time and turn knowledge into skills. Review is an important part in the learning process. Review should be planned, not only to review the lessons of the day in time, but also to review all stages in time. 4. Seriously finish homework, form skills and skills, and improve the ability to analyze and solve problems. Academician Yang Le, an educational authority, answered the question of how middle school students learn mathematics well in just three sentences: First, practice more on the basis of understanding; Second, accumulate more on the basis of understanding; Third, step by step. The exercise here is to do the problem and finish the homework. 5. Summarize in time and systematize what you have learned. After learning a topic or a chapter, you should make a summary in time. The degree of implementation of each link is directly related to the progress and effect of the next link. Be sure to preview before listening, review before homework, and often make a stage summary. When you come home from school every day, you should review your homework for the day, finish your homework for the next day, and then preview your homework for the next day. These three points are indispensable, otherwise there will be no guarantee of high-quality lectures the next day. [Tip: Use the wrong book skillfully. In the usual study, the teacher will ask the students to reserve a wrong book for students to review after class. However, teachers usually only emphasize that students review and browse their own wrong problem books after class, and rarely ask to see others' wrong problem books. In fact, it is necessary to often borrow students' wrong questions. Attention should be paid when borrowing: First, borrow the wrong title books of students who are taller than themselves to enrich and broaden their knowledge. Second, look at the wrong problem books of students who are lower than themselves, so as to often sound the alarm for themselves. At the same time, you should make your own reading notes for your reference. Read it at least twice a week at the beginning, and then read it for a week after two weeks, so that it is gradual. This method can be applied to other disciplines. Second, good learning motivation and interest. Learning motivation is the direct driving force to promote students' learning, which enables students to learn actively. There are many factors that affect students' learning motivation and interest. In this survey, there are: words of encouragement from teachers and parents, through some small skills, such as math jingles, interesting math problems, math storytelling, etc., to cultivate students' interest in math learning from an early age. The sense of accomplishment and honor gained after solving practical problems with mathematical knowledge or obtaining results, such as calculating the area of the book, the circumference of the tire, winning the competition prize, etc. Hua said, "If you are interested, you will never get tired, and you will never get tired, so you will find time to study." Third, strong will and correct learning motivation do not mean that students can successfully complete the whole learning process. In the process of learning mathematics, they will encounter many difficulties, large and small. It requires a strong will to enable students to establish firm confidence, face difficulties bravely, and then overcome difficulties and acquire knowledge and skills. Many students have poor academic performance, not because of intelligence or other problems, but because of the lack of strong will to overcome difficulties. When you encounter difficulties, you "retreat", so your academic performance is always failing. To cultivate students' tenacious will and perseverance, we should start with improving students' learning consciousness and tenacity. Self-consciousness means that students deeply understand the purpose and significance of learning mathematics, so as to study hard consciously. When students realize the relationship between current learning and the future of their motherland and their own future, and clarify their responsibilities, they can eliminate external interference and temptation and make learning a conscious action. The clearer the purpose of learning, the clearer the understanding of the meaning of learning, and the stronger the consciousness of learning. Perseverance refers to the quality of persistently overcoming difficulties when completing learning tasks. In the process of learning, students will always encounter some difficulties. It is a sign of perseverance to meet them with confidence and work hard to overcome them. This is a very valuable quality. With this quality, you will not be discouraged when you encounter difficulties or setbacks in your study; When you get good grades, you won't be complacent, but you should be good at summing up experiences and lessons, exploring the laws and methods of learning and going forward bravely. This will quality is very necessary for cultivating creative talents. 4. Self-confidence and diligence Self-confidence and diligence are also two non-intelligence factors that have an important influence on mathematics learning. It is more important for underachievers to establish self-confidence and believe that they can learn math well through hard work. Because if students lose their confidence in learning, then they lose their spiritual strength to overcome difficulties. The acquisition of mathematical knowledge and skills and the improvement of mathematical ability are inseparable from the diligence and efforts of students. Therefore, it is very important to cultivate students' studious and assiduous spirit. Mathematician Zhang Guanghou said: "There is no shortcut on the road of learning mathematics, let alone opportunism. Only by diligent study and perseverance can we achieve excellent results. " It can be seen that diligence can make up for some intellectual deficiencies of students and promote the development of students' mathematical ability. 5. Positive mentality and emotion are an attitude and psychological experience of human beings towards objective things. In our research, we found that all college students who have always maintained good math scores often communicate with their primary and secondary school teachers, establish a good teacher-student relationship, and constantly communicate with their classmates about the problems they encounter in their studies, constantly learn from each other, share experiences and make progress together. Let me give you an example: Li Ming's math score is better. When his classmates ask him questions about mathematics, he always helps them patiently. Through this process, he not only helped his classmates, but also had a deeper understanding of mathematics knowledge. "You have an apple and I have an apple. Exchange is still an apple; I have an idea, and so do you. If you exchange, it will become two ideas. " Li Ming's deskmate thinks that he studies well and is afraid that others will learn some of his knowledge and abilities. He had to block his notes with his hand for fear of being seen by others, so his knowledge could only be passed on to him by himself and his teacher, and he soon fell far behind Li. Through the above analysis, we find that it is not difficult to learn mathematics well. This is closely related to the family, society and school where children grow up. Parents are advised to show their children more useful books and videos, and let them participate in some useful activities to provide a good growth environment for their children. As for another factor that affects mathematics learning-intelligence factor, parents can cultivate their children's ability in this area from early childhood. Here, we recommend Calvit Education and Spencer Happy Education.