Research On The Reason And Countermeasure Of Mathematics Learning Difficulty In High School Art

As mathematics is increasingly abstract, high school students are facing various difficulties when learning mathematics. What are the reasons for such difficulties? Which teaching solutions can be adopted to cope with such difficulties? Studies have been conducted on the mathematics learning difficulties of high school students, but the mathematics learning of high school students inclined to study fine arts is seldom studied. Under the guidance of relevant educational theories, the author probes into the reasons for the mathematics learning difficulties of high school students inclined to study fine arts, and puts forward the corresponding teaching solutions.The research methods adopted in this paper include questionnaire method and interview method.The order of this paper:Firstly, the author summarizes the existing studies concerning the mathematics learning of high school students inclined to study fine arts, sorts out the overall situation of such studies, and determines the main research problems and research methods of this study. Secondly, the author gives the definition of high school students inclined to study fine arts and mathematics learning difficulties by combining previous studies, and compiles the questionnaire according to the characteristics of the mathematics learning of high school students inclined to study fine arts and on the basis of preliminary investigations. Thirdly, the author selects four high schools in Shandong for questionnaire survey, sorts out the survey results, and makes a detailed analysis of the results to summarize the characteristics of students’ mathematics learning. At the same time, the author also conducts a questionnaire survey on the mathematics teachers of high school students inclined to study fine arts, and summarizes through analysis the teaching characteristics of teachers. After that, the author formulates the interview outline for the mathematics learning difficulties of those students, and finds out the reasons by having interviews with them. Finally, the author proposes the teaching solutions according to the reasons.The main research conclusions of this paper:The reasons for mathematics learning difficulties are as follows:Firstly, students have little and even no interest in learning mathematics, and make no mathematics learning plan. Secondly, students have no good mathematics learning habit. The learning process is not complete and not fully implemented. Students don’t preview lessons before class, and most of them are absent-minded in class. They choose to plagiarize or evade when facing abstruse or difficult problems and pay no attention to reviewing lessons. Thirdly, students are under great pressure and have limited time, which reduces the time for them to learn mathematics. Fourthly, students have a weak awareness of applying mathematical knowledge and do not master mathematics profoundly. Fifthly, there are still some loopholes although most teachers carry out teaching activities in a favorable way, and few studies are conducted on the mathematics teaching methods for students inclined to study fine arts.At last, the author puts forward the teaching solutions specific to the mathematics learning difficulties of high school students inclined to study fine arts according to the research conclusions. In mathematics teaching, teachers should pay attention to strengthening students’ weaknesses, combining mathematics with life, reality with fine arts, instructing students to make learning plans, supervising and urging students to execute learning plans, guiding students to preview lessons before class, controlling the pace of classroom teaching, enhancing students’understanding of mathematics learning, actively guiding students to summarize and sort out the examination questions to which they give the wrong answer, guiding students to master and apply key teaching points, and guiding students to master scientific learning methods and cultivate good habits.