A Study On Transformation Of Senior One Poor Students In Geography Based On Zone Of Proximal Development Theory

The concept of the new curriculum reform emphasizes that the teaching should be student-centered,meet the students' psychological and development needs and adhere to the students' individualized education to make each student achieve progress and all-round development.This concept advocates the development of students,which meets the needs of the development of modern society and it is also a requirement for implementing quality education.However,in recent years,with the advancement of China's education reform,it is inevitable that there are students with learning difficulties in our practical teaching.Those students who have just entered Senior One have significant differences in various aspects and can not adapt quickly to high school life.Furthermore,influenced by the geographical teaching materials and other factors,those students are easy to be afraid of geography learning,thus leading to more and more obvious polarization of achievements in geography.Poor students not only bring great problems to themselves and hinder their own development and the improvement of the overall level of school education,but also have a certain impact on their families and the society.Therefore,education for students with learning difficulties should become an important part of the education and educators' teaching.In-depth study of the characteristics and influencing factors of students with learning difficulties should be carried out so as to explore transformation strategies for students with learning difficulties and provide some references for the transformation of students with learning difficulties.The theory of the recent development zone put forward by psychologist Vygotsky emphasized the stimulation of students' potential and promoted the students' development in an all-around way.It conformed to the educational ideas of quality education to teach students in accordance with their aptitude and reasonably explained the relationship between teaching and development.For the quality education reform that is being fully implemented,on the one hand,this thesis deepens teachers' understanding of students who are poorly-educated,provides some suggestions for exploring the types and causes of students with learning difficulties,and have considerable realistic significance to improve the academic performance and ability of students with learning difficulties and promote the students to transform towards academically gifted students or non-study-impaired students.On the other hand,teachers are encouraged to reflect on their daily education ideas and classroom teaching behaviors,and to be truly student-oriented and teach students based on their development,which can not only improve the teachers' teaching level and their ability to transform the students with learning difficulties,but also can promote the development of education and teaching.From the existing studies of geography-poor students,we can see that the causes,theoretical and empirical researches,and transformation strategies of geography-poor students are all involved.However,studies based on a certain theory promote the transformation of students with learning difficulties,especially the case study,are still relatively rare.This thesis discusses the definition,diagnostic methods,research results,etc.of students with learning difficulties based on Vygotsky's theory of the recent development zone,and takes the senior one geography-poor students of two non-key classes and four key classes in the first high school of Luoning County as the research object from the perspective of both students and teachers.Besides,this thesis analyzes the basic current situations and main causes of geography-poor students in high school through the methods of questionnaire,interview and statistical analysis,and finally proposes the transformation strategies of using “the recent development zone” theory to help geography-poor students,thus achieving the effective transformation of geography-poor students.This thesis analyzes the relevant literature combined with the characteristics of geographical disciplines,designs the questionnaire of senior one geographical learning status after repeated thinking and research,and combines with student interviews to analyze the status of geography learning,subjective and objective factors of geographical learning difficulties from the aspect of character,interest,learning attitude,learning methods,learning motivation and disciplines,teachers,family and school of students with learning difficulties.At the same time,teachers' questionnaires are designed based on the requirements of teachers for new curriculum reforms and the situation of geography teachers in school to further explore the teachers' factors affecting poor students in geography and provide reasonable references for the transformation of geography-poor students.Based on the study of the learning situation of students with learning difficulties,the results of teachers' questionnaires,and the results of students' interviews,it was concluded that the reasons of learning difficulties for geography-poor students include: poor willpower and improper self-attribution;improper learning habits and learning methods;less interest in learning and insufficient motivation;weak basic knowledge of geography and misunderstanding of the subject;direct and indirect effects of schools,teachers,and families on students.For these reasons,this thesis puts forward the following strategies of applying the recent development zone theory to transform students with learning difficulties: positive attribution,cultivating willpower;improving learning habits and methods;stimulating interest and motivation for learning;laying a solid foundation and enhancing self-confidence in learning;improving teaching methods and ideas;creating a good educational environment.Combined with the individual case analysis,a case conversion strategy was drawn as follows: temporary students with learning difficulties need to realize the main factors of their current learning difficulties and get good guidance;the impetuous students with learning difficulties mainly need more encouragement and praise from their teachers and the teachers should combine students' personality traits with appropriate educational interventions strategies;ability-based learning students need to improve their learning methods,enhance their learning ability,and so on.The innovation of this thesis lies in its new research perspective.Guided by the theory of the recent development zone,this thesis is intended to help students with learning difficulties find out the factors that hinder their learning through the analysis of the psychological characteristics and learning status of senior one geography-poor students,let them understand their current level and development potential,position their own development zone,and finally put forward a specific implementation method to solve the problem of high school geography-poor students through various aspects of education intervention.Therefore,this research is of great innovative value.There are still many immature places in the study of students with learning difficulties.I hope that this study will attract the attention of relevant educators and they can communicate more with students in teaching and learn more about the problems of students with learning difficulties and help them out of the woods.