Case Study On The Change Of Chemistry Learning Difficulties Of High School Students In Tibetan Classes In The Mainland

In the current research on students with learning difficulties,there are more studies on mainland students but less on Tibet students in the Mainland.From the perspective of research methods,there are more quantitative studies but less case studies;from the perspective of specific disciplines,the scholars have studied more on mathematics,English,and other disciplines of impoverished students but less on Chemistry.During the internship in Chongqing Tibet Middle School,the author found that the chemistry learning difficulties of Tibetan high school students in the Mainland were particularly prominent,significantly higher than that of other disciplines.Adopting the qualitative research method,this study learn the behavior and psychological characteristics of Tibetan students with learning difficulties,so as to make up for the current lack of research on these student,as well as to provide a theoretical basis and effective strategies for the transformation of students with learning difficulties.The thesis selects three students C,L and Z from Senior One of science class in Chongqing Tibet Middle School as the research objects.Through classroom observation,homework analysis and interviews,the author tries to deeply analyze the psychological characteristics and chemistry learning puzzles of Tibetan high school students in the inland.Meanwhile,the author also conducted interviews with chemistry teachers and the head teachers to learn more about students' learning and family conditions.Based on the above analysis,the reasons for the difficulty in chemistry learning in individual cases are as follows: 1.Lacking of unique chemical thinking;2.Differences in living background;3.Language barriers;4.Failure to master proper learning methods and loss of chemistry interest;5.The lack of family education;6.The teachers lack of in-depth study of student characteristics,and has not yet found suitable teaching methods for Tibetan students in the Mainland.In response to the causes of the difficulties in chemistry learning of Tibetan class students in the Mainland,under the guidance of Cultural Responsive Teaching Theory,the Theory of Multiple Intelligence,Constructivism,Humanistic Teaching Theory,etc.,the transformation research were conducted to C,L,and Z and has achieved good results.The specific transformation strategies are as follows: 1.Create teaching scenarios,develop students' core qualities;2.Play smart strengths to promote the development of weak intelligence;3.Attach importance to experimental teaching and reflect the characteristics of chemistry;4.Implement reinforcement measures to mobilize students' learning initiative;5.Strengthen the thinking training to improve students' problem-solving ability;6.Change the role of teachers and build a new teacher-student relationship;7.Standardize chemical language and enhance language expression ability.