Paper Analyzes The Causes Of Rural Junior High School Students Mathematics Academic Achievements And Transformation Strategy Research

Education is the foundation of development of a country and anation, while mathematics is a basic subject in primary andsecondary schools, which has a close relationship with thedevelopment of national basic education. In recent years, the keyelements of the rural compulsory education investment has beengreatly improved. But compared with the city middle schools, ruralprimary and secondary education still has a long way to go,especially the mathematics curriculum standards in math academicknowledge, skills and thinking ability, mathematical learningdisabilities in rural middle school students need to be changed.Under this environment, this paper tries to do some research onspecific performance, reasons why rural junior middle schoolstudents have mathematical learning difficulty, and transformationstrategy from two aspects: the mathematical theory and classroomteaching practice.This paper first analyzes the phenomena, characteristics ofrural junior middle school students in mathematics learningdisabilities and its severity. Then, on the definition of the concept ofmathematics underachievers in junior middle school students in thecountry, this paper introduces the domestic and foreign typical about mathematics learning disabilities research content, researchdirection, research results, which further explains the purpose ofthis paper. According to the questionnaire of local rural juniormiddle school students on the students study and case, the authorsummarize the characteristics and the psychological characteristicsof students’ mathematics academic underachievement.Characteristics are as follows: for mathematics learning does nothave the initiative, enthusiasm, self-consciousness; Can not controltheir behavior from the aspects of their own; the attention is notcentralized but easily distracted; without the good habit of previewbefore class and review after class; Homework can not befinished independently and their operation errors could not becorrected timely. In a word, there is big flaw in mastering the basicknowledge skills and the ability to be trained. Psychologicalcharacteristics are as following: the inferiority complex,ambivalence, rebellious psychology, fear, hate learningpsychology.Through years of experience and research of mathematicsunderachievers, the author analyzes the concrete manifestation ofrural the mathematics studies: without solid basic knowledge ofmathematics; the obstacles of math language comprehension andmathematical thinking ability; mathematics thinking method is not flexible. Through questionnaire survey and a lot of investigation,the author analyzes the causes of mathematics underachievers inthe rural junior middle school students. Reasons of studentsintelligence factors are lack of intelligence thinking ability,observation, attention, memory and imagination. Non-intelligencefactors reflected in do not have a strong learning motivation,,weakwillpower, positive and healthy emotion, bad learning habit andthe lack of scientific learning method. Seeing from teachers aspects,reasons are as follows: teachers’ professional level is low, theteaching method is relatively backward, the lack of studentevaluation methods. Education environment factors mainlycontains: the family income; educational level of parents, thechildren’s rearing pattern. What’s more, the school education alsohas an impact on the mathematics underachievers. The badenvironment has more or less impact on mathematics learning ofstudents with learning disabilities.After analysis of the causes of Mathematics Underachievers inthe rural junior middle school students, this paper states thetransformation of underachievers corresponding strategies: Forstudents,they should strengthen intellectual culture, the rightmotivation, interest, a vigor of the emotions, a strong will andindependent thinking character, these non-intelligence factors in mathematics learning process, has been interrelated, interactedwith each other in a series of inspiration, motivation, orientationand intensification. For teachers, to establish a correct concept ofeducation, improve the quality of their own use of the opportunities;to strengthen mathematics classroom management, improve theefficiency of classroom teaching; to establish a diversifiedevaluation system is very essential. In family education, parentsshould promote communication between family and school, tryingto play the parents educational advantages. In the aspect of socialenvironment, society should make full use of the favorableenvironment for students around.The last part of this paper provides evidence of strategy forrural transformation. After a semester’s experiment, the experimentresults show that the scores of experimental class weresignificantly higher than other classes, which shows thetransformation strategy of mathematics underachievers is effective,whether in the mastery of knowledge, or the ability of the studentsin rural junior middle school students, mathematics learningdisabilities students have greatly changed.