An Analysis Of The Causes Of The Difficulties In Mathematics In Rural High Schools And The Transformation Strategies

The author was in a relatively small high school with18classes and1100students, located in the rural township. The author taught three science classes mathematics last semester. Because of the poor condition of the teaching hardware and the crude lodging, as well as the impact of the public opinion of "senior high school was better in city", many parents and students selected the urban school in high school entrance exam. Besides, the urban schools have the priority right of admission, which lost a large part of the excellent students. Therefore, the quality of the students in our school is in the city’s middle and lower levels. Also, the learning foundation was generally lower. Relatively, mathematics is the most difficult subject. Combined with the practical problems encountered by the author in her teaching process, this paper first analyzes the reasons for the students who have difficulties in learning mathematics and puts forward some corresponding transformation strategy, hoping to offer help to mathematics poor students in rural high school.First of all, on the basis of the reason about poor students, this paper further gave the definition of mathematics poor students in rural high school. Then, combined with the relevant theory about the reasons for this phenomenon and the practice teaching experience over the past five years, the author tried to find out the methods to improve their study by the means of questionnaire and interview. This study analyzed the reasons from internal and external factors. Wherein, the internal factors included the lack of interest in learning, under motivation, attitude problem, weak willpower, improper methods, bad habits, poor knowledge ability, short memory and unsuitable attribution; external factors are school education, teacher’s characteristics and the teaching material content, subject, family environment and social environment.On the basis of understanding the internal and external causes for some mathematical poor students in rural area, we sought to the scientific and effective transformation strategies. Firstly, the external environment of the study should be improved to provide students with supportive learning atmosphere, which gave priority to teacher’s guide and supplied with the strength of school, family and society. Secondly, mathematical poor students might change their thoughts of self-denial and improved study enthusiasm, which mainly reflected in cultivation of learning interests, attitudes towards error correction, inspection of willpower and cor-rectitude of motivation. Lastly, teachers provided guidance in study method and offered after-school tutorship systematically, making mathematical poor students get rid of difficult learning and enter into the track of positive learning.Chapter5provided three case studies and transformation practices. Through the effects of the case study transformation and the practice results of the author’s teaching, it can be concluded that this transformation strategies played a positive role in both the learning of mathematical poor students and other aspects. Also, it provided a great help for improving the student’s mathematics learning ability in rural area.