The Affective Characteristics Of The Mathematics Learning Difficulty Students In High School And The Instructional Tactics Thereof

Learning Difficulties are the universal phenomenon in primary schools and middle schools. It hinders the full and healthy development of students, impedes the development of education in every country and interferes with its education effect. Many educationists and scholars have made much research in difficulties of learning from every angle and thus got many important conclusions. Mathematics learning difficulty this thesis inquires into belongs to learning difficulty and increasingly draws people's attention. Currently quite a lot of research on mathematics learning difficulty students(MLDS)mainly focuses on nine years of compulsory education stage, while little is on MLDS in senior middle school especially about affective factor, part of non-intelligence factors, and furthermore the empirical evidnce is not forthcoming in practice.In some prior research training students'affection is mainly aimed at the senior contents of affection (i.e., the sense of beauty, morality and intellectuality). Affection itself,while in fact, is a complex and multidimensional system and hence it is quite impossible for the description about the content to comprise all its natures. Besides the dimension of content, affective cultivation should therefore include the adjustment and harmony of affection itself(i.e.,it affective activeness, healthiness and harmoniousness). That is, it should be aimed at the dimension of affective characteristics. Pedagogy and educational psychology are the guiding theory of this research. In terms of the preceding situation this thesis, on the basis of inspecting the corresponding learning difficulty research, uses the questionnaire, analyzes the cause of mathematics learning difficulty according to the students'questionnaires of some high schools in YongZhou, generalizes the MLDS's affective characteristics and argues the relevant objective of affective cultivation and its corresponding tactics.The thesis consists of the following five parts.Part one introduces the development and dynamics of the research on learning difficulty students at home and abroad, defines the concept ofMLDS and analyzes the existing problems in mathematics teaching in high schools.Part two discusses the concept, the classification and the functions of affection.Part three investigates and analyzes the differences between the MLDS and the mathematics learning well students, generalises the affective characteristics of MLDS in high school, defmites the relevant objective of affective cultivation and clarifies its value.Part four specifically explores the relevant strategies of achieving the affective objective.Part five constructs a model of cultivating affection for MLDS and demonstrates its applied value in instructional practice.The research and experiment on this subject shows that laying emphasis on affective factors of MLDS and cultivating affection by taking effective methods and media in mathematics teaching in senior middle schools is of great importance in helping to transform MLDS and them to learn how to be good as well as upgrading MLDS's mathematics achievement and holistic quality.