Characteristics And Transformation Of The Students Of Low Achievement In Arts Mathematics In Twelfth Grade

With high school enrollment rate is ever increasing, there are more and more learning difficulties for high school students, especially for the liberal arts students who have learning disabilities. The problem is particularly prominent. From my experience in teaching the liberal arts students for several years, mathematics has become a major problem restricting the development of liberal arts students subjects. That high school arts students who have poor mathematics achievement has become a common problem. It is also a difficult problem to be solved completely, and even in some respects it is the main factor that restrict the development of education. The reasons for Liberal Arts Mathematics Learning Difficulties are complex , including intellectual factors, non-intelligence factors and external factors. This work has two main aspects.Firstly, in this paper, we conducted a questionnaire survey of arts students in Shazhou Middle School in twelfth grade to explore the salient features of arts students'learning mathematics. 1, poor learning basic knowledge; 2, negative attitude; 3, low levels of ability; 4, lack of interest; 5,mainly mechanical learning; 6, ignorance of correcting the wrong questions.Secondly, we selected six representative students of different levels as the subjects in my students of two grades. We analyze their causes and types. We propose a transformation of measures. We also give a distinctive case. Through the transformation of practice, six students made progress. Basic knowledge, thoughts, problem-solving ability, motivation, willpower, test anxiety have been greatly improved.Quality education brings up new requirements to mathematics teaching .We teachers should not only teach students mathematical knowledge, but also should pay more attention to intellectual development and the improvement of their abilities, particularly maths thinking abilities. In the light of their characteristics and the transformation of experience, we propose the following suggestions: Focus on maths skills development. Focus on conceptual understanding, avoid mathematics learning as arts subjects learning. Focus on the development of thinking of high school students. Focus on methods of problem-solving .Non-intellectual factors and teaching knowledge must be treated equally. The earlier we find those who have difficulty in learning maths, the more efficient the transformation is.