Over the years, I have been reading, investigating, summarizing and writing around the topic "How to improve the interest of students with learning difficulties in learning Chinese". The topic has always been with me, and I have formed an indissoluble bond with this topic.

I. Establishment of the subject

Psychological research shows: "Interest is closely related to people's cognition, emotion, will and ability. When a person has a strong and stable interest in something, he will actively think and boldly explore its essence; His observation of things has become keen, his logical memory has been enhanced, his imagination has been enriched, his mood has risen, and his willpower to overcome difficulties has increased. "

Judging from the physical and psychological characteristics of primary school students, they are active and easily distracted, and "students with learning difficulties" are bound to be confused and tired of Chinese learning. People often say that "interest is the best teacher". When students are interested in learning Chinese, they will have a strong demand to actively participate in learning, and no longer feel that learning Chinese is a burden. Therefore, interest is the most realistic and active factor to stimulate students' learning motivation, and improving students' learning interest in Chinese class is the core issue of this topic.

After more than 20 years of research, Dr. mccombs, a professor in university of north florida, USA, has come to the conclusion that teachers are the decisive leading factor in the formation of interest. Students are interested in learning, with keen observation, enhanced memory and rich imagination. They will study with great interest and fun, showing their enthusiasm and creativity. Once students are interested in Chinese learning, they will spontaneously absorb knowledge and nutrients. Learning is no longer a burden, but a pleasure. They will automatically find the treasure in the kingdom of knowledge and enjoy it, that is, the so-called "people who are obsessed with books must work hard, and those who are obsessed with art must have a skill." Interest is of great value to enriching people's knowledge and developing people's intelligence. Interest can stimulate students' thirst for knowledge and push them to explore and learn.

The key to implementing quality education lies in teachers, whose leading role largely determines the formation of students' interest in learning. Therefore, teachers should pay more attention to the interest of students with Chinese learning difficulties in senior high schools in order to change their learning situation as soon as possible.

Second, the content of the study

1. Understand the causes of "students with learning difficulties" through the investigation of academic status. Using the methods of individual conversation, observation and investigation, this paper finds out the reasons why children become "students with learning difficulties": whether it is caused by physiological reasons, psychological deviation, family reasons, environmental reasons and intellectual reasons. Understand the psychological characteristics of "students with learning difficulties", such as lack of enthusiasm for learning, self-denial, low cognitive level, serious dependence, many psychological trauma, fragile will and indifference.

2. Stimulate "students with learning difficulties" to learn Chinese in various ways to change their dislike of Chinese learning. Cultivate the self-confidence of "students with learning difficulties" and give them more opportunities to show. Encourage and affirm their progress, and gradually cultivate their interest in learning Chinese from the affirmation of teachers. Cultivate feelings with "students with learning difficulties", let teachers become students' best friends and gain their trust, thus encouraging them to keep making progress, cultivating their sound personality and improving their interest in learning Chinese.

3. Through research, find out the characteristics of high school students with Chinese learning difficulties and explore ways to cultivate their interest in Chinese learning.

Third, the significance and value of the research

The Compulsory Education Law of People's Republic of China (PRC) stipulates that school-age children have the right to receive compulsory education. The Outline of the National Medium-and Long-term Education Reform and Development Plan requires that our teaching ideas must be changed from exam-oriented education to quality education, and we should face all students and realize the fairness of education, not just cultivating top students. This requires teachers to make all students enjoy equal educational rights, and the classroom is no longer the "patent" of top students. Today, with the implementation of open teaching, teachers shoulder the heavy responsibility of making all students embark on the road of becoming talents and cultivating talents at different levels. As a teacher, we should pay attention to arouse the learning enthusiasm of every student, especially those with learning difficulties, and don't let any student fall behind. As teachers, if we don't take some measures in time, they will gradually develop into an attitude of losing confidence in learning and even giving up. Left unchecked, these students will find it difficult to adapt to the development of the future society. Therefore, we must cultivate these "students with learning difficulties" who are interested in learning. Through the research of this topic, students with Chinese learning difficulties in senior high schools can be promoted to improve their interest in Chinese learning, make great progress in their academic performance, change their gray image in the eyes of students, teachers and parents, re-establish their self-confidence in learning, improve each child's Chinese literacy, and lay a good foundation for students' future Chinese learning. Teachers will learn more about "students with learning difficulties" in the research, sum up some methods to cultivate the learning interest of "students with learning difficulties" in high school Chinese, accumulate researchers' own Chinese literacy and improve the level of professional research.

Fourthly, the research background.

Under the guidance of the new curriculum reform, quality education requires our teachers to pay attention to every child, but as the saying goes, "every inch has its strengths, its feet are short, and its learning is slow". According to the theory of multiple intelligences, the difference between us and our students is objective, and teachers must acknowledge and respect this difference. There are indeed a large number of "students with learning difficulties" in our township schools far away from the city. They may be regarded as "students with learning difficulties" by their parents and classmates because of environmental, family or intellectual factors. As a special group, "students with learning difficulties" often attract cold eyes or even reprimands from teachers and parents, and even be ridiculed and discriminated against by classmates because of their relatively backward academic performance for a long time. In the long run, these students have a sense of inferiority and lose confidence in their studies, which seriously affects their normal development. They are the "vulnerable groups" in the class. Teachers have the responsibility to change the learning attitude of students with learning difficulties, create a good living and learning environment for them and lay a good foundation for their future development.

V. Research process and methods.

(1) research process:

1. Questionnaire survey to understand the current situation.

Questionnaires were distributed to all the fifth and sixth grade students in our school and conducted a questionnaire survey. The survey results show that about 5% of "students with learning difficulties" really like Chinese classes and think Chinese classes are easy and interesting. About 45% students are afraid of reading and writing because of their weak basic knowledge of Chinese, let alone active and independent study. According to the questionnaire, we know that 95% of "students with learning difficulties" are not interested in Chinese learning. The fundamental reason is that teachers do not actively create teaching situations that are conducive to stimulating students' interest in learning, are not good at guiding students to participate in teaching activities, give full play to students' subjectivity, and do not pay attention to organizing students' Chinese practice activities to promote students' independent development. To make students really like Chinese, learn to think and learn to study independently, it is necessary to guide "students with learning difficulties" to enjoy the learning process. In this process, students will only passively accept the teacher's indoctrination and gradually lose the fun of learning. Only by giving students time and space for autonomous learning and teaching them the methods of autonomous learning can we cultivate the learning interest of "students with learning difficulties".

2. Read and write to improve reading and writing ability

Teacher Wang Dongsheng said in "Teachers Should Teach Standing": "As long as you are willing to learn, everything will become easy. To make students outstanding, teachers must be outstanding; If you want students to read more, teachers must first read more and consciously read more. " He also said: "If the conditions are limited, we must also have a sense of self-improvement. Even if you read some leisure books, it is good to know some anecdotes. Even if you don't read much, it's ok to listen to others. "

According to the project research plan, I set aside some time for reading and studying in the comprehensive project research. I studied "How Teachers Do Project Research", and gradually learned about the application, project establishment, research steps and methods, and even the writing of the conclusion report, which laid the foundation for the smooth progress of the project research. I have also carefully studied the new curriculum standards of primary school Chinese for many times to accurately understand the current educational concept. In the process of research, I have successively read The View of Chinese in Primary Schools, Teachers Should Teach Standing, Guo's Educational Reader, Suhomlinski's 100 Suggestions for Teachers, Little Peas by the Window, Wu Ligang's Pursuit of Chinese Education: Wu Ligang's Collection of Chinese Education in Primary Schools, and Song's Elementary School. Path, Bai Jinsheng's How to Be a Teacher and How to Teach Chinese —— On the Length of Chinese Teaching and other related books. I also insist on reading teaching monthly magazines such as Chinese Teachers in Primary Schools, Chinese Teaching in Primary Schools (Garden) and Jiangsu Education, enriching myself with advanced scientific theories in the books, supporting classroom teaching with new educational ideas, applying theories to practice, and reflecting on classroom experience through my own teaching behavior. Then according to the books I read and the actual classroom teaching, I wrote a lot of learning experiences and cases. Through reading and studying, my theoretical accomplishment of Chinese teaching has been improved.

Teacher Wang Dongsheng also pointed out: "Writing is a life activity, a process of self-enrichment and development, and a comprehensive training of people's thinking and language. Chinese teachers should maintain their professional advantages and pay special attention to improving their writing level. " I remember Mr. Wang's inculcation, reading left and writing right, reading more than a dozen books a year, taking down two reading notes and uploading more than a dozen subject materials.

In my research, I have been trying to practice the teachings of famous teachers. On the road of reading and writing, I am sincere and happy.

3. Communicate with each other and learn from experience

The process of project research is not only an open process, but also a process of mutual learning and discussion. At every stage of the research, I insist on organically combining the research process with teaching practice and closely linking it with school-based training. I used the opportunity of collective lesson preparation and teaching and research group activities to exchange my experience, achievements and existing puzzles with my colleagues in the research process, so as to foster strengths and avoid weaknesses, learn together and make progress together. Especially in the second stage of project research, in the selection activity of "My Ideal Classroom", I felt deeply and gained a lot, which can be described as different in the same class. I put my lessons, experiences, reflections and feelings into materials in the form of essays and educational stories in time, and sent them to the campus forum to communicate with teachers. Teachers have also improved in communication and shared their experiences in the process. Project research is no longer my mental burden, but my motivation to learn and improve myself, which is the growth point of my spiral teaching.

(2) Research methods:

1. Case study method: This is a new research method mainly adopted in this topic. At the beginning of the project, the middle-grade Chinese "students with learning difficulties" were investigated and classified to provide first-hand detailed information for the follow-up research. In the implementation stage, based on the observation, 1-2 representative "students with learning difficulties" are selected to carry out this topic, and their answers are recorded and studied, and constantly summarized and improved, so as to explore ways to improve the interest of "students with learning difficulties" in learning Chinese and popularize them in the whole grade.

2. Practical research method: This is another important research method of this topic. Through open class teaching, seminars and other forms, the teaching practice ability and theoretical literacy are continuously improved, and a set of teaching mode is formed to cultivate the learning interest of "students with learning difficulties" in the classroom teaching process. Carefully design the lesson plan for each class, then have a good class, analyze and summarize the teaching of this class after class, master the teaching methods that can arouse students' interest, such as letting students learn in competitions and listen to stories, and then reform and improve these teaching methods.

3. Investigation and research method: Investigate students' interest in Chinese classes and find out what kind of Chinese classes students like.

4. Case study method: Select several students with personality to conduct a conversation survey, study the attribution and explore effective countermeasures for a good Chinese class.

5. Case analysis method: combining with typical cases in teaching practice, carefully analyze and reflect, constantly seek new theoretical support, and further optimize the methods and means of research experiments.

6. Literature research method: study hard, actively collect teaching materials and materials related to this study, and study carefully, which provides theoretical basis and backing weapons for the study.

(3) Time allocation:

1.(20 10 in late March) Learn the theoretical knowledge to cultivate students' interest in learning through different channels such as the internet and books, and consult the relevant materials of Students with Learning Disabilities to enrich their understanding. Please ask Mr. Yun, Mr. Wang and other experts to demonstrate the feasibility of the project and make a research plan for the project.

2.(20 10 in late April) Analyze the current situation, put forward countermeasures, and put forward the practice and research scheme of cultivating the learning interest of senior Chinese students in primary schools.

3. (April-July 20 10) Questionnaires, surveys and students' defense were used. Conduct verification and testing.

4. (August 4.(20 10/0 to February 8 18) Continue to carry out research and sum up experience. By using the methods of observation and interview, this paper investigates the learning status of the students with learning difficulties in the third phase of Chinese, adopts certain methods to stimulate their interest in learning Chinese, and adjusts the methods and strategies in time according to the specific situation of implementation.

5.(20 1 1 1 till March) Verify again and summarize the results. According to the concrete transformation of Chinese "students with learning difficulties" in the third phase, collect and sort out research materials and methods, summarize and refine research results, write research papers and identify the results.

VI. Research results

(A) the growth of students

1. Have a strong interest in learning Chinese.

On March 23rd, 20 1 1, I conducted a questionnaire survey in the experimental class. As a result, all the students are interested in Chinese learning and think it is interesting and useful.

The ancients said, "The knower is not as good as the doer, and the doer is not as good as the musician." Only when students are interested in what they have learned will they actively use their brains to acquire the necessary knowledge in a simple and effective way. In the research of this topic, teachers should stimulate students' interest as much as possible and create the best environment for students to actively participate.

2. Improve students' comprehensive quality and promote their all-round development.

In my research, I adopted the method of "three more and three less": more care and encouragement, less criticism and attack; Smile more, tolerate more, and glare less; More independent cooperation and less mechanical regulations have achieved good results.

In this study, students become the masters of learning in independent cooperation and the protagonists in the communication between teachers and students. For children, the classroom is not only a place to simply learn knowledge, but also a stage for children to show themselves, develop their wisdom and experience life growth. Over the past year, the quality of teaching has improved significantly, and my graduation grade ranks first in the town. Li Xuan, Kelly and other "students with learning difficulties" have been "lifted out of poverty". The achievement of these achievements also proves the positive significance of this study and lays the foundation for students' lifelong learning and sustainable development.

3. The comprehensive quality of students has been improved.

Through the research of this topic, the comprehensive quality of students has been generally improved. Because of expanding the space for students' independent development, students have continuously improved their language expression ability and interpersonal skills, which has enabled them to gain self-confidence and publicize their individuality. Some students who were originally introverted have become extroverts, and some students who are self-enclosed and have some psychological obstacles are now willing to open their hearts to their classmates and teachers. The change is obvious.

(b) Promotion of teachers

1. Cultivation of reading interest

Everyone has a kind of inertia, but in the research, I dare to challenge myself, be hard on myself, force myself to "drill" into the sea of books, drain my potential, and reap the happiness and enrichment of reading in the book city. Over the past year, I have changed from "disgust" at the beginning to "fondle admiringly" now. This psychological change has gradually made me pay attention to using corresponding theories to reconstruct my knowledge system, and my knowledge structure has become comprehensive and substantial. Books are no longer boring for me, and reading and learning have become the needs of daily life.

2. The improvement of teaching ability

Through a lot of reading, absorbing the essence of books and teaching practice, my teaching ability has been continuously improved, the design of the teaching process has been optimized, the ability of classroom teaching is comfortable, and the important and difficult points of teaching materials are accurately grasped. The basic skills of these teachers have been washed and practiced to varying degrees, and the professional quality of researchers has been steadily improved, and they have won the first prize of class evaluation at the county level twice a year.

3. Good news spread frequently in the competition.

(Write down the results here)

VIII. Reflection on the research.

Over the past year, I have experienced the hardships of exploration and the joy of creation, which also triggered my in-depth thinking. Reflection made me stop teaching on my knees.

Although this topic has promoted and improved both students and teachers to varying degrees, due to the limitation of research time and my research level, there are still many problems to be further studied, such as whether the summarized methods have universal adaptability and what are the better methods to cultivate the learning interest of high school students with Chinese learning difficulties? Wait a minute.

In the future, on the road of education and teaching, I will focus on scientific research on the left and teaching on the right, with great love and unremitting efforts!