First, the causes of rural junior high school English "students with learning difficulties"

1. Some textbooks are divorced from the reality of rural life, so it is difficult for students to produce * * *.

Rural students are generally narrow-minded and have little knowledge. In this way, textbook knowledge has a strong contradiction and conflict with its daily life and practical application, which seriously restricts the stimulation and mobilization of students' interest and enthusiasm in English learning. In the long run, these students' English scores and actual level will drop greatly, thus "developing" into English "students with learning difficulties".

2. The family lacks the necessary English learning atmosphere, and no one can give the students with learning difficulties the necessary after-school counseling.

Many rural parents have to go out to work and leave their children to the care of the elderly or other relatives at home. These "temporary supervisors" often lack the necessary English learning foundation and are unable to help children learn English. In this way, students' backwardness and retrogression in English learning can hardly arouse the full attention and high vigilance of "temporary inspectors", let alone ask these temporary inspectors to give students necessary guidance and help in English learning. After a long period of development, these students will eventually become "students with learning difficulties."

Second, the transformation of English "students with learning difficulties" specific measures

1. Combine textbook knowledge with students' real life, thus stimulating students' interest in learning.

Teachers must closely combine textbook knowledge with the daily life of rural junior high school students, so that students can feel that English learning is not useless. Only by fully mastering English can they better serve their daily life practice. Only in this way can the enthusiasm and initiative of "students with learning difficulties" be mobilized to the maximum extent, and they can participate in English learning activities independently and truly, and finally help them get rid of "difficulties" and become "rich".

2. Teachers should work together with family education to promote the establishment and formation of students' self-confidence.

Family is the cradle of students' growth and development. Therefore, English teachers in rural junior middle schools must win the strong support and cooperation of students' parents in order to realize the transformation of "students with learning difficulties". First of all, in order to form a general understanding and grasp of the family situation of English "students with learning difficulties", it is actually necessary to combine home visits, parent-teacher conferences and other activities to instill correct and scientific educational concepts into the parents of "students with learning difficulties". Ensure that English "students with learning difficulties" can receive formal English education at school, but also get the necessary encouragement and support from family "temporary supervisors". This will play a positive role in mobilizing their enthusiasm for learning English and changing from "sleepy" to "rich" as soon as possible.

We English teachers must dare to face the reality and take countermeasures in order to realize the transformation of "students with learning difficulties" smoothly and effectively.

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