In many aspects of personal growth, everyone has the experience of writing papers, so you are familiar with it. The process of writing a thesis is a process in which people gain direct experience. So how to write a good paper? The following is my collection of papers about the current situation and transformation of students with mathematical learning difficulties in rural middle schools. Welcome to read, I hope you will like it.
This paper analyzes the present situation and main reasons of students with learning difficulties in rural middle schools, and probes into the transformation measures suitable for rural mathematics teaching from various aspects.
Paper Keywords: students with learning difficulties; Current situation; Cause of formation; change
Students with learning difficulties refer to students whose learning lags behind the required indicators set by educational goals, and their grades are relatively poor, and they show learning difficulties in the process of learning. Because of the difficulty of junior high school mathematics, some students are difficult to adapt to its content, which leads to the existence of students with learning difficulties becoming a more common phenomenon. It is particularly important to solve the problems of students with learning difficulties in mathematics. At present, the proportion of such students in rural middle schools is very large. It is of great practical significance and value to study the characteristics and causes of these students and find out the corresponding countermeasures.
First, the current situation of junior high school students with mathematics learning difficulties is mainly manifested in the following aspects.
(1) Basic concepts and theorems are vague, and the mathematical foundation is not solid: concepts, formulas and theorems cannot be reproduced in mathematical language. Without reading textbooks, it is impossible to explain the system of concepts, and concepts cannot be linked.
(2) Students' self-study ability and inquiry ability are poor: students with learning difficulties have poor self-study ability and seldom take the initiative to participate in classroom teaching; Poor inquiry ability often becomes a supporting role in cooperative inquiry learning with classmates. In the process of learning, they can't find the key points and difficulties of the questions, can't answer the questions described in the textbooks, can't say clearly what they have mastered, and won't ask questions to explore.
(3) Homework handling: Teachers do not review the assigned exercises and homework, do not want to understand what they have learned, handle things carelessly, stay out of it, copy things, do not explain the basis for solving problems, do not say what knowledge points are used in these homework, and do not want to delve into them. When solving problems, there is no logic in the process of solving problems without following certain steps. You can't use theorems and formulas correctly and flexibly, or apply them mechanically, and you can't evaluate homework or test papers correctly.
In short, they lack independence, self-confidence and goals. Over time, they hate it first and then give up. In order to cope with the exam, they have to bite the bullet and study hard, or simply give up, give up. It is precisely because of the lack of initiative in learning that the intellectual development of students with mathematical learning difficulties is seriously affected and their learning progress is hindered.
Second, the causes of students with learning difficulties in mathematics
There are many factors that cause junior high school students with mathematics learning difficulties, which can be divided into subjective reasons and objective reasons.
(A) subjective reasons
That is, students' own conditions, psychological and logical thinking ability. For example, some students have poor logical thinking ability and their own understanding of mathematics, which leads to being more diligent than other students, but they can't get ideal results. Finally, they are tired of learning, passive and unstable, and lack confidence and interest in learning, which seriously affects their enthusiasm for learning mathematics and leads to the formation of students with learning difficulties.
(B) objective reasons
Because students' talents are different, their understanding of the same thing is different, and their thinking logic and mathematical thinking foundation are quite different, which leads to different progress in mathematics learning and different grades. However, some students may gain little through their efforts the day after tomorrow, which seriously affects students' interest in mathematics, and even has doubts about mathematics, forming students with learning difficulties.
Third, the countermeasure analysis
Through the analysis of students with learning difficulties in junior high school mathematics, starting from the causes, fundamentally solving the problems of students with learning difficulties according to their grades plays a vital role in the overall improvement of students' overall grades and quality education.
(A) change the learning attitude of students with learning difficulties
Actively communicate with students with learning difficulties, establish a harmonious relationship between teachers and students, and close contact between home and school. Doing a good job of psychological counseling for students with learning difficulties plays an important role in improving their math scores. We should strengthen the communication between teachers and parents, track the learning situation of students with learning difficulties, and not ignore them. Both home and school should create a relaxed, democratic, harmonious and warm environment for students with learning difficulties, so that students with learning difficulties will not feel depressed at school and at home, and maintain a certain degree of excitement, thus improving their interest and enthusiasm in learning mathematics courses.
(2) Communicate with parents in real time.
The role of parents in the process of learning mathematics for students with learning difficulties can not be ignored. Only through timely communication with parents can we understand the learning situation of students with learning difficulties, thus solving the different situations of students with learning difficulties.
(C) the improvement of teaching mode and methods
In teaching methods, teachers should consider how to better combine the leading role of teachers with the main body of students with learning difficulties. Every teacher can master and apply basic methods and skills according to his own teaching characteristics and students' learning ability, and skillfully create characteristic teaching methods suitable for students with learning difficulties.
(D) Cultivate good study habits of students with learning difficulties
In mathematics teaching, it is very important to cultivate good study habits of students with learning difficulties, and good study habits determine learning efficiency. First of all, we should form serious habits, requiring students with learning difficulties to listen attentively in class and finish all kinds of homework carefully, so as to change their usual bad habits. Secondly, we should cultivate initiative, requiring students with learning difficulties to carefully preview what they want to learn in class before class, be familiar with the course, ask questions they don't understand, and listen to the class with questions. In the process of listening to the class, urge to find the answer to the question, so as to study purposefully. Let students with learning difficulties put forward "why" and think about solving "why", so as to cultivate students with learning difficulties' ability to ask and solve problems. Finally, students with learning difficulties should form the habit of thinking hard. Learning mathematics must be good at thinking, so as to deepen the understanding of knowledge and truly understand and master mathematical knowledge. From the process of passively accepting knowledge to the process of actively constructing, so as to cultivate the initiative of students with learning difficulties in learning mathematics.
On Stimulating Students with Learning Difficulties in Rural Middle Schools to Learn Physics
Abstract: It is an important condition for the success of physics teaching in junior high school to stimulate students with learning difficulties' interest in learning physics and to induce and establish their correct motivation. According to the actual situation of students, effective measures are formulated to develop the hidden potential of students with learning difficulties through interesting "stimulation", so as to improve their own interest in learning physics and lay the foundation for successful learning physics.
Keywords: Stimulate the interest of students with learning difficulties
As the saying goes, "one inch long, one foot short, full moon, slow learning." Differences among students are inevitable, and teachers must recognize and respect them. Students in Grade One come to school in high spirits, while students in Grade Two know that there is no hope for further study because of their grades, and gradually develop into an attitude of losing confidence in learning or even giving up. If left unchecked, these students will find it difficult to adapt to the development of society. Confucius said, "Knowing is not as good as being kind, and being kind is not as good as being happy." To this end, we must educate these "students with learning difficulties" and stimulate their interest in learning. Combined with my years of teaching practice, I think we can start from the following aspects:
First, stimulate the learning interest of "students with learning difficulties" with the tortuous experience of celebrity learning.
Combining with the contents of the textbook, I introduce the tortuous experiences of some great scientists to students. Usually pay attention to collecting the learning experience of great physicists familiar to students. Edison, for example, was unanimously regarded by school teachers as an idiot with poor IQ, not the material for reading. He was unanimously approved by the school teacher to drop out of school within three months. After dropping out of school, he eventually became the king of invention through self-study. Einstein got poor grades in all subjects except physics when he was in primary school, and was nicknamed "simple and honest farmer" by his classmates, but he succeeded through unremitting efforts. Their study also experienced twists and turns and failures. No matter who you are, you will encounter twists and turns in the process of students' learning. The key is to have an indomitable spirit. Although some of our classmates are poor now, you may be Edison and Einstein in the future, but they need to work hard to succeed.
Second, stimulate the learning interest of "students with learning difficulties" with the application of knowledge in production and life.
The purpose of learning is to apply. There are many examples of the application of physics knowledge in junior high school physics textbooks in production and life. Teachers should pay attention to the collection and excavation in life, and integrate theory with practice in the teaching process, so that students can not only learn physics knowledge, but also master production skills, so that even "students with learning difficulties" who have no hope of further study find physics useful. For example, when teaching density application, how much water quality can be calculated? Therefore, the meanings of labels 8L, 10L and 15L on farmland sprayers are introduced, and how to calculate the dosage when pesticides are mixed in a few thousandths. When talking about the relationship between diffusion and temperature, why does it take a long time to put salt in pickles? And when you put salt in cooking, it will be salty after a while? When learning the factors that affect the evaporation rate, students can be guided to analyze why plastic wrap should be added to vegetables and fruits stored in the refrigerator.
Third, attach importance to experimental teaching and use some typical and interesting experiments to stimulate the learning interest of "students with learning difficulties".
Physics is a subject based on observation and experiment. Many people's physical knowledge is carefully summarized and thought through observation and experiment. In physics teaching, teachers should do more experiments and guide students to do some interesting experiments, such as arranging students to observe "chopsticks inserted into water" and "reading words through water drops" before going to optics. Chopsticks look bent when they are inserted into the water, but they are straight when they are taken out. When you put water drops on transparent plastic paper and read the small words on the book, you will see that the words on the book become bigger. After students see these strange phenomena, even "students with learning difficulties" will have curiosity and the mood of asking questions. Changing passive learning into active learning is also the most desirable result for our teachers.
Fourth, carefully create learning situations to stimulate "students with learning difficulties" and their interest in learning.
Situation is not only a kind of stimulus, but also a knowledge activity corresponding to teaching objectives. Consciously creating and optimizing artificial optimization scenes combined with situational activities is beneficial to students' development. Enlightened by the teacher's language, putting students in a specific psychological scene, such as being there, not only urges the whole class to concentrate on cognition, but also inspires students to actively participate in learning with emotion. For example, when talking about friction, students can recall the feeling and exertion of the same heavy car walking on the cement road and the dirt road. Find out the reasons why light and heavy vehicles exert different forces, and guide students to analyze the factors affecting friction. Even a "student with learning difficulties" will take the initiative to participate in the discussion with scenes that students are familiar with, because he has experienced life, the phenomenon is intuitive and the results are easy to get.
In short, interest belongs to the category of non-intellectual factors, and there are inevitably some differences in the intellectual factors of students with learning difficulties. Therefore, starting from excavating intellectual factors and cultivating non-intellectual factors, interest education for students with learning difficulties can not only make them have a strong thirst for knowledge, but more importantly, once this strong thirst for knowledge is maintained, it will make students have a huge learning motivation. It is enough to overcome all kinds of difficulties in learning and endure all kinds of setbacks. "Interest is the best teacher", so that "students with learning difficulties" can develop gradually under the training and education of "interest" teachers, and thus become successful. This is exactly the fact that we educators want to see most.
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